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Key Skills for Solution-Focused Problem-Solving

Imagine that you just received an unexpected complex problem and need to find a solution fast. You have never experienced this situation before. What is your approach? Most of us focus on the problem by asking questions such as: “Why do I have this problem? What shall I do to get rid of this problem? Are you sure this is my problem?” Before you know it, the challenge becomes bigger by the minute. Your attention and effort are fully focused on overcoming the problem and you begin to feel less resourceful to find an acceptable solution.

When you   focus on the problem   instead of the desired outcome, you get stuck in the depths of the problem, as if you are in quicksand. Some people walk into the quicksand with lead boots on. One of the most powerful frames you can use to achieve results is to shift from a problem approach (I don’t want X) to an outcome approach (What I want is Y). This immediately shifts your thinking and the way you feel.

Only when your frame of mind is changed to focusing on the desired result can you begin to move forward toward the desired outcome. Using the Solution-Focused approach, you will be surprised how competently you can tackle even the thorniest of problems and turn them into opportunities. 

Interested in becoming a coach? Discover how Solution-Focused coaching skills enable you to create transformational change in yourself and others. 

Solution-Focused communication magnetizes our attention toward getting the desired outcome, and so the outcome is held in mind as   the vision for the future . Others naturally tend to respond positively to our leadership because we hold the vision that serves everyone. Rather than dwelling on the difficulties or the setbacks, the idea of the solution becomes the road to results, and people feel cheered when they can see a strong pathway toward the solution and are inspired by the plan.    

Imagine running a race where there are hurdles every 100 yards. With problem framing, you are focused on the hurdles, “Oh my, how high they are! How hard will I have to work to jump them?” Such a focus, with little or no attention on the finish line, will not make you a champion—guaranteed! The hurdles symbolically (and in reality) stand in your way. When you are focused on the hurdles, you cannot see past them to the finish line that is your true aim. The hurdles loom large in your mind, and the race seems difficult (if not impossible) to run.

With a Solution-Focused approach to communication, your mind is galvanized by your purpose and you are able to see past the hurdles before you. Your purpose always leads you to the finish line, and the hurdles become less important and less of an obstacle. In fact, they may seem so unimportant that they become nonexistent and are just part of the journey. They are still the same height and you’ll still have to jump as high. Yet with the focus on the value of the goal and what is working to move forward towards it, jumping hurdles seems natural and easy. The end of the race is always drawing you onward. The race itself becomes a means to achieve the vision, and it’s the vision—who you are becoming and who you are contributing to—that looms large in your mind. This difference in your focus is the power that leads you to success.

Notice how efficient this approach is – Solution-Focused thinking is far more useful than problem-focused thinking because the focus is on getting the desired outcome, rather than dwelling on the difficulties or setbacks. Constantly operating from a solution perspective is a noticeable characteristic of high achievers.

Focusing on who you are becoming

One of the main ways of producing Solution-Focused results that serve the world is to focus the mind and heart on who you are becoming— and not what you are overcoming. Allowing yourself to go into the lower energies of an overcoming focus puts you into a very challenging and unpleasant hurdle race. People can spend most of their lives running such a race. As soon as you put your attention on what doesn’t work as a ‘reality,’ it is hard to explore what really could work. This is one reason why the Erickson   Solution-Focused method   is successful in moving people quickly beyond mindsets and models that ‘realistically’ start by focusing on the problem as the necessary aspects to deal with.

As a transformational communicator using the coaching approach, once you are secure in this skill for yourself, you will quickly discover the value of using it consistently in coaching conversations with others. This simple and subtle skill of flipping a problem or conflict into a Solution-Focused orientation may be the single most powerful characteristic of transformational coaches who become known as integral change maestros.

Declaring and visualizing outcomes

When outcomes are declared and visualized carefully, people move toward them naturally, almost effortlessly. What was once considered a problem is now little more than a pebble on the road! Having a strong, inspiring, value-based vision for the future cuts all other concerns down to size. We grow and our ‘problems’ diminish.

Once you, the transformational communicator, know how to consciously assist people to orient toward their larger purpose and goals, your clients will move consistently and more easily toward their desired outcomes. They will achieve their outcomes by choice, not by chance.

Creating a compelling future

Developing, holding, and feeling a vision of a compelling future is the single most important task for a person, in order to   achieve their goals   and dreams.

Without this vision and the process of consistently visualizing potential action steps to accomplish it, people move in a random, scattered fashion. They are likely to struggle and get frustrated and stuck.

When people make the choice to hold a specific outcome securely on the movie screen of their minds, they naturally begin to move toward making their vision a reality—no matter how large or small it is. Their chosen outcome becomes their future.

Who you are is the future you are moving into! What is in your mind becomes your reality. You have two choices. You can visualize how your problems continue, which will move you towards having even more problems. Or, you can visualize your outcome becoming real and move toward having it. Which do you prefer?

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What Is Solution Focused Brief Therapy (SFBT)?

Heather Murray

Counsellor & Psychotherapists

B.A.C.P., B.A.M.B.A

Heather Murray has been serving as a Therapist within the NHS for 20 years. She is trained in EMDR therapy for treating trauma and employs a compassion and mindfulness-based approach consistently. Heather is an accredited member of the BACP and registered with the HCPC as a Music Therapist. Moreover, she has been trained as a Mindfulness Teacher and Supervisor by BAMBA and is a senior Yoga Teacher certified by the British Wheel of Yoga.

Learn about our Editorial Process

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, Ph.D., is a qualified psychology teacher with over 18 years experience of working in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

Take-home Messages

  • Solution-Focused Brief Therapy (SFBT) is a therapeutic approach that emphasizes clients’ strengths and resources to create positive change, focusing on present and future goals rather than past problems. It’s brief, goal-oriented, and emphasizes solutions rather than delving into underlying issues.
  • The focus is on the client’s health rather than the problem, strengths rather than weaknesses or deficits, and skills, resources, and coping abilities that would help reach future goals.
  • Clients describe what they want to happen in their lives (solutions) and how they will use personal resources to solve their problems.
  • Clients are encouraged to believe that positive changes are always possible and are encouraged to increase the frequency of current useful behaviors.
  • Research has shown SFBT effectively decreases marital issues and marital burnout in women (Sanai et al. 2015). Research on children has shown an improvement in classroom behavioral problems in children with special educational needs after 10 SFBT sessions (Franklin et al. 2001).

a woman sat on a sofa grasping her hands together

What is Solution-Focused Therapy?

Solution-Focused Brief Therapy (SFBT), also referred to as Solution-Focused Therapy (SFT), is a form of psychotherapy or counseling.

This form of therapy focuses on solutions to problems or issues and discovering the resources and strengths a person has rather than focusing on the problem like more traditional talking therapies do.

Thus, instead of analyzing how the issue arose or interpretations of it and why it is there and what it really means for the person, SFBT instead concentrates on the issue in the here and now and how to move forward with a solution for it (De Shazer, 1988; De Shazer & Dolan, 2012).

Solution-Focused Therapy was created in the late 1970s and early 1980s in the Brief Family Therapy Center in Milwaukee by De Shazer and Berg (De Shazer et al. 1986).

The reason for its creation was that De Shazer and Berg noticed that clients would often speak about their problems and issues, seeming unable to notice their own inner resources for overcoming these problems and focusing on the future.

They also noticed that the client’s problems or issues showed inconsistency in the way that sometimes they were present and other times they were not, as the person did have moments in life where they could function without the problems being there.

Thus it was important to think about and explore these exceptions when the problem is not affecting the person (Iveson, 2002).

What is Solution-Focused Therapy used for?

Solution-Focused Therapy is currently used for most emotional and mental health problems that other forms of counseling are used to treat, such as:

  • Self-esteem
  • Personal stress and work-related stress
  • Substance abuse/ addiction
  • Relationship problems

SFBT is best used when a client is trying to reach a particular goal or overcome a particular problem.

While it is not suitable to use as a treatment for major psychiatric conditions such as psychosis or schizophrenia, it could be used in combination with a more suitable psychiatric treatment/ therapy to help alleviate stress and bring awareness to the person’s strengths and internal resources.

Research has shown that after a one-year follow-up, SFBT was effective in reducing depression, anxiety, and mood-related disorders in adults (Maljanen, et al., 2012).

A study on substance abuse in adults showed SFBT to be just as effective as other forms of talking therapy (problem-focused therapies) in treating addiction and decreasing addiction severity and trauma symptoms (Kim, Brook, & Akin, 2018).

A literature review showed SFBT to be most effective on child behavioral problems when it was used as an early intervention before behavioral issues became very severe (Bond et al. 2013).

Solution-Focused Therapy Techniques

In a solution-focused therapy session, the practitioner and client will work collaboratively to set goals and find solutions together, to overcome the problem or issue.

The practitioner will ask questions to gain an understanding of the client’s strengths and inner resources that they might not have noticed before.

The practitioner will also use complimentary language to bring awareness to and to support the strengths that the client does have, to shift the client’s focus to a more solution-oriented, positive outlook, rather than ruminating on the problem, unaware of the strengths and abilities that they do have.

Sessions usually will last between 50 – 90 minutes, but can be as brief as 15 – 20 minutes, usually once per week, for around 6 – 12 weeks, but are also given as one-off, stand-alone sessions.

There are lots of techniques used in SFBT to shift the client’s awareness onto focusing on the future and on a solution.

These techniques include the miracle question, coping questions, exceptions to the problem, compliments, and using scales, which are explained in more detail below:

1. The Miracle Question

This is where the practitioner will ask the client to imagine that they have gone to sleep and when they wake up in the morning, their problems have vanished.

After this visualization, they will ask the client how they know that the problems or issues have gone and what is in particular that is different.

For example:

‘Imagine that when you next go to sleep, a miracle occurs during the night, so that when you wake up feeling refreshed, your problem has vanished. I want to ask you how do you know that your problem has gone? What is different about this morning? What is it that has disappeared or changed in your life?’

This question can help to identify and gain a greater understanding of what the problem is and how it is affecting the person and can provide motivation to want to move forward and overcome it after imagining what it could be like to wake up without it (De Shazer et al., 1986).

2. Coping Questions

Coping questions are questions that the practitioner will use to gain an understanding of how the person has managed to cope.

When someone has been suffering from depression or anxiety for a long time, it often begs the question of how they have continued in their life despite the potentially degrading or depleting effects of such mental and emotional health problems.

Examples of coping questions include:

‘After everything you have been through, I am wondering what has helped you to cope and keep you afloat during all this?”;

‘I feel to ask you, what it is exactly that has helped you through this so far?’.

These questions cause the client to identify the resources they have available to them, including noticing the internal strength that has helped them make it thus far, which they might not have been consciously aware of before (De Shazer et al., 1986).

3. Exceptions to the Problems

Solution-focused therapy believes that there are exceptions or moments in a person’s life when the problem or issue is not present, or the problem is there; however, it does not cause any negative effects (De Shazer et al., 1986).

Thus, raising the question of what is different during these times. The practitioner can investigate the exceptions to the problem by asking the client to think about and recall moments in their life when the problem was not an issue; they can then inquire as to what was different about these moments.

This could lead to clues for helping to create a solution for the problem. It also will help the client to know that there are times when they are not affected by the problem, which could help lessen the power it has over their emotional and mental state.

As we can often be ‘clouded’ or consumed by our problems, it can be empowering to notice or be reminded of times when we were not.

4. Compliments

This involves the practitioner actively listening to the client to identify and acknowledge their strengths and what they have done well, then reflecting them back to the client whilst also acknowledging how difficult it has been for them.

This offers encouragement and values the strengths that the client does have. The practitioner will use direct compliments (in reaction to what the client has said), for example, ‘that’s amazing to hear!’, ‘wow, that’s great.’

Indirect compliments are also used to encourage the client to notice and compliment themselves, such as coping questions or using an appreciatively toned voice to dive deeper into something highlighting the positive strengths of the client.

For example, ‘How did you manage that?!’ with a tone of amazement and happy facial expressions.

The practitioner will ask the client to rate the severity of their problem or issue on a scale from 1-10. This helps both the practitioner and client to visualize whereabouts they are with the problem or issue.

Examples of scaling questions include:

  • ‘On a scale of 1 to 10, where would you rate your current ability to achieve this goal?’;
  • ‘From 1-10, how would you rate your progress towards finding a job?’;
  • ‘Can you rate your current level of happiness from 1-10?’;
  • ‘From 1-10, how much do you attribute your level of alcohol consumption to be one of the main obstacles or sources of conflict in your marriage?’.

They can be used throughout sessions to compare where the client is now, in comparison to the first or second session, and also to rate how far from or near their ideal way of being or to complete their goal.

This can help both practitioner and client notice if something is still left to be done to reach a 9 or 10, and can then start exploring what that is.

Scaling helps to give clarity on the client’s feelings, it also helps to give sessions direction and highlights if something is holding back the client’s ability to solve the problem still or not.

Critical Evaluation

  • SFBT is a short-term therapy; on average, sessions will last for 6-10 weeks but can even be one stand-alone session, which helps it be more cost-effective compared to longer-term therapy that lasts for months or years (Maljanen et al. 2012).
  • It can help clients to identify their problems and then find a goal to overcome them; the practitioner also offers the client support through compliments which gives them the motivation to notice their strengths, increase their self-esteem, and keep striving to achieve their goals.
  • It is future-oriented, so it helps to motivate the client to move forward in life and not to feel stuck in their past; also, SFBT is positive in nature, so it gives the client the optimism needed to move forward into the future.
  • It is non-judgmental and compassionate in its approach; the client chooses their own goals, not the therapist, and they are praised/ complimented for their strengths no matter how small; even if they fail at achieving their set goal, they are praised for showing their strengths in other ways in life, helping them not to lose sight of their inner resources and still feel encouraged.

Disadvantages

  • Because it is short term, it is not a good fit for everyone, for example, clients with more severe problems that need more time and clients who are withdrawn or struggle to speak and open up fully to the therapist, who would naturally need more time to gain trust and feel comfortable, before being able to work towards a solution with the help of the practitioner.
  • Has less importance placed on past traumas, giving less room during sessions to explore these significant events (sometimes of great complexity), and help the client to understand why something in their past happened and why it is still affecting them today.
  • As it is solution-focused, it could minimize the client’s pain, making them feel like their past traumas have not been heard or felt by the counselor, which can and does affect the therapeutic alliance, as you are more likely to openly and honestly speak about something traumatic, if you feel the other person deems it important as well, and if they give you space for it. It is also a reason some people choose to see a counselor because they have not had the opportunity to speak about their problems or traumas with other people in their life.
  • As the therapy is client-led, this could lead to a few problems. For example, if the client wishes to talk about and explore a past trauma or gain an understanding of a past issue, despite cues from the practitioner to focus on the near future in a solution-focused way, then it will be difficult for the practitioner to actually use this method at all with the client, as SFBT requires the client to actively be ready and want to find a solution and focus towards their near future.
  • Also, the client-led approach means that the client can decide when their goals have been sufficiently reached. Therefore, they can end the therapy sessions early if they feel it’s enough, even if the practitioner is concerned about this.

Bond, C., Woods, K., Humphrey, N., Symes, W., & Green, L. (2013). Practitioner review: The effectiveness of solution focused brief therapy with children and families: A systematic and critical evaluation of the literature from 1990–2010 . Journal of Child Psychology and Psychiatry, 54 (7), 707-723.

De Shazer, S. (1988). Clues: Investigating solutions in brief therapy . New York: Norton & Co.

De Shazer, S., Berg, I. K., Lipchik, E., Nunnally, E., Molnar, A., Gingerich, W., & Weiner-Davis, M. (1986). Brief therapy: focused solution development. Family Process , 25(2): 207–221.

De Shazer, S., & Dolan, Y. (2012). More than miracles: The state of the art of solution-focused brief therapy . New York: Haworth Press

Franklin, C., Biever, J., Moore, K., Clemons, D., & Scamardo, M. (2001). The Effectiveness of Solution-Focused Therapy with Children in a School Setting. Research on Social Work Practice, 11 (4): 411-434.

Iveson, C. (2002). Solution-focused brief therapy . Advances in Psychiatric Treatment , 8(2), 149–157.

Kim, J, S., Brook, J., Akin, B, A. (2018). Solution-Focused Brief Therapy with Substance-Using Individuals: A Randomized Controlled Trial Study . Research on Social Work Practice, 28 (4), 452-462.

Maljanen, T., Paltta, P., Härkänen, T., Virtala, E., Lindfors, O., Laaksonen, M. A., Knekt, P., & Helsinki Psychotherapy Study Group. (2012). The cost-effectiveness of short-term psychodynamic psychotherapy and solution-focused therapy in the treatment of depressive and anxiety disorder during a one-year follow-up. Journal of Mental Health Policy and Economics. 15 (1), 13–23.

Sanai, B., Davarniya, R., Bakhtiari Said, B., & Shakarami, M. (2015). The effectiveness of solution-focused brief therapy (SFBT) on reducing couple burnout and improvement of the quality of life of married women. Armaghane danesh, 20 (5), 416-432.

Further Information

Solution-Focused Therapy Treatment Manual.

De Shazer, S., & Berg, I. K. (1997). ‘What works?’Remarks on research aspects of solution‐focused brief therapy. Journal of Family therapy, 19(2), 121-124.

Dermer, S. B., Hemesath, C. W., & Russell, C. S. (1998). A feminist critique of solution-focused therapy. American Journal of Family Therapy, 26(3), 239-250.

Trepper, T. S., Dolan, Y., McCollum, E. E., & Nelson, T. (2006). Steve De Shazer and the future of solution‐focused therapy. Journal of Marital and Family Therapy, 32(2), 133-139.

De Shazer, S., Berg, I. K., Lipchik, E. V. E., Nunnally, E., Molnar, A., Gingerich, W., & Weiner‐Davis, M. (1986). Brief therapy: Focused solution development. Family process, 25(2), 207-221.

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What Is Problem-Solving Therapy?

Arlin Cuncic, MA, is the author of "Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder" and "7 Weeks to Reduce Anxiety." She has a Master's degree in psychology.

problem solving and solution focused

Daniel B. Block, MD, is an award-winning, board-certified psychiatrist who operates a private practice in Pennsylvania.

problem solving and solution focused

Verywell / Madelyn Goodnight

Problem-Solving Therapy Techniques

How effective is problem-solving therapy, things to consider, how to get started.

Problem-solving therapy is a brief intervention that provides people with the tools they need to identify and solve problems that arise from big and small life stressors. It aims to improve your overall quality of life and reduce the negative impact of psychological and physical illness.

Problem-solving therapy can be used to treat depression , among other conditions. It can be administered by a doctor or mental health professional and may be combined with other treatment approaches.

At a Glance

Problem-solving therapy is a short-term treatment used to help people who are experiencing depression, stress, PTSD, self-harm, suicidal ideation, and other mental health problems develop the tools they need to deal with challenges. This approach teaches people to identify problems, generate solutions, and implement those solutions. Let's take a closer look at how problem-solving therapy can help people be more resilient and adaptive in the face of stress.

Problem-solving therapy is based on a model that takes into account the importance of real-life problem-solving. In other words, the key to managing the impact of stressful life events is to know how to address issues as they arise. Problem-solving therapy is very practical in its approach and is only concerned with the present, rather than delving into your past.

This form of therapy can take place one-on-one or in a group format and may be offered in person or online via telehealth . Sessions can be anywhere from 30 minutes to two hours long. 

Key Components

There are two major components that make up the problem-solving therapy framework:

  • Applying a positive problem-solving orientation to your life
  • Using problem-solving skills

A positive problem-solving orientation means viewing things in an optimistic light, embracing self-efficacy , and accepting the idea that problems are a normal part of life. Problem-solving skills are behaviors that you can rely on to help you navigate conflict, even during times of stress. This includes skills like:

  • Knowing how to identify a problem
  • Defining the problem in a helpful way
  • Trying to understand the problem more deeply
  • Setting goals related to the problem
  • Generating alternative, creative solutions to the problem
  • Choosing the best course of action
  • Implementing the choice you have made
  • Evaluating the outcome to determine next steps

Problem-solving therapy is all about training you to become adaptive in your life so that you will start to see problems as challenges to be solved instead of insurmountable obstacles. It also means that you will recognize the action that is required to engage in effective problem-solving techniques.

Planful Problem-Solving

One problem-solving technique, called planful problem-solving, involves following a series of steps to fix issues in a healthy, constructive way:

  • Problem definition and formulation : This step involves identifying the real-life problem that needs to be solved and formulating it in a way that allows you to generate potential solutions.
  • Generation of alternative solutions : This stage involves coming up with various potential solutions to the problem at hand. The goal in this step is to brainstorm options to creatively address the life stressor in ways that you may not have previously considered.
  • Decision-making strategies : This stage involves discussing different strategies for making decisions as well as identifying obstacles that may get in the way of solving the problem at hand.
  • Solution implementation and verification : This stage involves implementing a chosen solution and then verifying whether it was effective in addressing the problem.

Other Techniques

Other techniques your therapist may go over include:

  • Problem-solving multitasking , which helps you learn to think clearly and solve problems effectively even during times of stress
  • Stop, slow down, think, and act (SSTA) , which is meant to encourage you to become more emotionally mindful when faced with conflict
  • Healthy thinking and imagery , which teaches you how to embrace more positive self-talk while problem-solving

What Problem-Solving Therapy Can Help With

Problem-solving therapy addresses life stress issues and focuses on helping you find solutions to concrete issues. This approach can be applied to problems associated with various psychological and physiological symptoms.

Mental Health Issues

Problem-solving therapy may help address mental health issues, like:

  • Chronic stress due to accumulating minor issues
  • Complications associated with traumatic brain injury (TBI)
  • Emotional distress
  • Post-traumatic stress disorder (PTSD)
  • Problems associated with a chronic disease like cancer, heart disease, or diabetes
  • Self-harm and feelings of hopelessness
  • Substance use
  • Suicidal ideation

Specific Life Challenges

This form of therapy is also helpful for dealing with specific life problems, such as:

  • Death of a loved one
  • Dissatisfaction at work
  • Everyday life stressors
  • Family problems
  • Financial difficulties
  • Relationship conflicts

Your doctor or mental healthcare professional will be able to advise whether problem-solving therapy could be helpful for your particular issue. In general, if you are struggling with specific, concrete problems that you are having trouble finding solutions for, problem-solving therapy could be helpful for you.

Benefits of Problem-Solving Therapy

The skills learned in problem-solving therapy can be helpful for managing all areas of your life. These can include:

  • Being able to identify which stressors trigger your negative emotions (e.g., sadness, anger)
  • Confidence that you can handle problems that you face
  • Having a systematic approach on how to deal with life's problems
  • Having a toolbox of strategies to solve the issues you face
  • Increased confidence to find creative solutions
  • Knowing how to identify which barriers will impede your progress
  • Knowing how to manage emotions when they arise
  • Reduced avoidance and increased action-taking
  • The ability to accept life problems that can't be solved
  • The ability to make effective decisions
  • The development of patience (realizing that not all problems have a "quick fix")

Problem-solving therapy can help people feel more empowered to deal with the problems they face in their lives. Rather than feeling overwhelmed when stressors begin to take a toll, this therapy introduces new coping skills that can boost self-efficacy and resilience .

Other Types of Therapy

Other similar types of therapy include cognitive-behavioral therapy (CBT) and solution-focused brief therapy (SFBT) . While these therapies work to change thinking and behaviors, they work a bit differently. Both CBT and SFBT are less structured than problem-solving therapy and may focus on broader issues. CBT focuses on identifying and changing maladaptive thoughts, and SFBT works to help people look for solutions and build self-efficacy based on strengths.

This form of therapy was initially developed to help people combat stress through effective problem-solving, and it was later adapted to address clinical depression specifically. Today, much of the research on problem-solving therapy deals with its effectiveness in treating depression.

Problem-solving therapy has been shown to help depression in: 

  • Older adults
  • People coping with serious illnesses like cancer

Problem-solving therapy also appears to be effective as a brief treatment for depression, offering benefits in as little as six to eight sessions with a therapist or another healthcare professional. This may make it a good option for someone unable to commit to a lengthier treatment for depression.

Problem-solving therapy is not a good fit for everyone. It may not be effective at addressing issues that don't have clear solutions, like seeking meaning or purpose in life. Problem-solving therapy is also intended to treat specific problems, not general habits or thought patterns .

In general, it's also important to remember that problem-solving therapy is not a primary treatment for mental disorders. If you are living with the symptoms of a serious mental illness such as bipolar disorder or schizophrenia , you may need additional treatment with evidence-based approaches for your particular concern.

Problem-solving therapy is best aimed at someone who has a mental or physical issue that is being treated separately, but who also has life issues that go along with that problem that has yet to be addressed.

For example, it could help if you can't clean your house or pay your bills because of your depression, or if a cancer diagnosis is interfering with your quality of life.

Your doctor may be able to recommend therapists in your area who utilize this approach, or they may offer it themselves as part of their practice. You can also search for a problem-solving therapist with help from the American Psychological Association’s (APA) Society of Clinical Psychology .

If receiving problem-solving therapy from a doctor or mental healthcare professional is not an option for you, you could also consider implementing it as a self-help strategy using a workbook designed to help you learn problem-solving skills on your own.

During your first session, your therapist may spend some time explaining their process and approach. They may ask you to identify the problem you’re currently facing, and they’ll likely discuss your goals for therapy .

Keep In Mind

Problem-solving therapy may be a short-term intervention that's focused on solving a specific issue in your life. If you need further help with something more pervasive, it can also become a longer-term treatment option.

Get Help Now

We've tried, tested, and written unbiased reviews of the best online therapy programs including Talkspace, BetterHelp, and ReGain. Find out which option is the best for you.

Shang P, Cao X, You S, Feng X, Li N, Jia Y. Problem-solving therapy for major depressive disorders in older adults: an updated systematic review and meta-analysis of randomized controlled trials .  Aging Clin Exp Res . 2021;33(6):1465-1475. doi:10.1007/s40520-020-01672-3

Cuijpers P, Wit L de, Kleiboer A, Karyotaki E, Ebert DD. Problem-solving therapy for adult depression: An updated meta-analysis . Eur Psychiatry . 2018;48(1):27-37. doi:10.1016/j.eurpsy.2017.11.006

Nezu AM, Nezu CM, D'Zurilla TJ. Problem-Solving Therapy: A Treatment Manual . New York; 2013. doi:10.1891/9780826109415.0001

Owens D, Wright-Hughes A, Graham L, et al. Problem-solving therapy rather than treatment as usual for adults after self-harm: a pragmatic, feasibility, randomised controlled trial (the MIDSHIPS trial) .  Pilot Feasibility Stud . 2020;6:119. doi:10.1186/s40814-020-00668-0

Sorsdahl K, Stein DJ, Corrigall J, et al. The efficacy of a blended motivational interviewing and problem solving therapy intervention to reduce substance use among patients presenting for emergency services in South Africa: A randomized controlled trial . Subst Abuse Treat Prev Policy . 2015;10(1):46. doi:doi.org/10.1186/s13011-015-0042-1

Margolis SA, Osborne P, Gonzalez JS. Problem solving . In: Gellman MD, ed. Encyclopedia of Behavioral Medicine . Springer International Publishing; 2020:1745-1747. doi:10.1007/978-3-030-39903-0_208

Kirkham JG, Choi N, Seitz DP. Meta-analysis of problem solving therapy for the treatment of major depressive disorder in older adults . Int J Geriatr Psychiatry . 2016;31(5):526-535. doi:10.1002/gps.4358

Garand L, Rinaldo DE, Alberth MM, et al. Effects of problem solving therapy on mental health outcomes in family caregivers of persons with a new diagnosis of mild cognitive impairment or early dementia: A randomized controlled trial . Am J Geriatr Psychiatry . 2014;22(8):771-781. doi:10.1016/j.jagp.2013.07.007

Noyes K, Zapf AL, Depner RM, et al. Problem-solving skills training in adult cancer survivors: Bright IDEAS-AC pilot study .  Cancer Treat Res Commun . 2022;31:100552. doi:10.1016/j.ctarc.2022.100552

Albert SM, King J, Anderson S, et al. Depression agency-based collaborative: effect of problem-solving therapy on risk of common mental disorders in older adults with home care needs . The American Journal of Geriatric Psychiatry . 2019;27(6):619-624. doi:10.1016/j.jagp.2019.01.002

By Arlin Cuncic, MA Arlin Cuncic, MA, is the author of "Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder" and "7 Weeks to Reduce Anxiety." She has a Master's degree in psychology.

7 Solution-Focused Therapy Techniques and Worksheets (+PDF)

solution focused therapy techniques

It has analyzed a person’s problems from where they started and how those problems have an effect on that person’s life.

Out of years of observation of family therapy sessions, the theory and applications of solution-focused therapy developed.

Let’s explore the therapy, along with techniques and applications of the approach.

Before you read on, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises will explore fundamental aspects of positive psychology including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

5 solution-focused therapy techniques, handy sft worksheets (pdf), solution-focused therapy interventions, 5 sft questions to ask clients, solution-focused brief therapy (sfbt techniques), 4 activities & exercises, best sft books, a take-home message.

Solution-focused therapy is a type of treatment that highlights a client’s ability to solve problems, rather than why or how the problem was created. It was developed over some time after observations of therapists in a mental health facility in Wisconsin by Steve de Shazer and Insoo Kim Berg and their colleagues.

Like positive psychology, Solution Focused Therapy (SFT) practitioners focus on goal-oriented questioning to assist a client in moving into a future-oriented direction.

Solution-focused therapy has been successfully applied to a wide variety of client concerns due to its broad application. It has been utilized in a wide variety of client groups as well. The approach presupposes that clients have some knowledge of what will improve their lives.

The following areas have utilized SFT with varying success:

  • relationship difficulties
  • drug and alcohol abuse
  • eating disorders
  • anger management
  • communication difficulties
  • crisis intervention
  • incarceration recidivism reduction

Goal clarification is an important technique in SFT. A therapist will need to guide a client to envision a future without the problem with which they presented. With coaching and positive questioning, this vision becomes much more clarified.

With any presenting client concern, the main technique in SFT is illuminating the exception. The therapist will guide the client to an area of their life where there is an exception to the problem. The exception is where things worked well, despite the problem. Within the exception, an approach for a solution may be forged.

The ‘miracle question’ is another technique frequently used in SFT. It is a powerful tool that helps clients to move into a solution orientation. This question allows clients to begin small steps toward finding solutions to presenting problems (Santa Rita Jr., 1998). It is asked in a specific way and is outlined later in this article.

Experiment invitation is another way that therapists guide clients into solution orientation. By inviting clients to build on what is already working, clients automatically focus on the positive. In positive psychology, we know that this allows the client’s mind to broaden and build from that orientation.

Utilizing what has been working experimentally allows the client to find what does and doesn’t work in solving the issue at hand. During the second half of a consultation with a client, many SFT therapists take a break to reflect on what they’ve learned during the beginning of the session.

Consultation breaks and invitations for more information from clients allow for both the therapist and client to brainstorm on what might have been missed during the initial conversations. After this break, clients are complemented and given a therapeutic message about the presenting issue. The message is typically stated in the positive so that clients leave with a positive orientation toward their goals.

Here are four handy worksheets for use with solution-focused therapy.

  • Miracle worksheet
  • Exceptions to the Problem Worksheet
  • Scaling Questions Worksheet
  • SMART+ Goals Worksheet

Compliments are frequently used in SFT, to help the client begin to focus on what is working, rather than what is not. Acknowledging that a client has an impact on the movement toward a goal allows hope to become present. Once hope and perspective shift occurs, a client can decide what daily actions they would like to take in attaining a goal.

Higher levels of hope and optimism can predict the following desirable outcomes (Peterson & Seligman, 2004):

  • achievement in all sorts of areas
  • freedom from anxiety and depression
  • improved social relationships
  • improved physical well being

Mind mapping is an effective intervention also used to increase hope and optimism. This intervention is often used in life coaching practices. A research study done on solution-focused life coaching (Green, Oades, & Grant, 2006) showed that this type of intervention increases goal striving and hope, in addition to overall well-being.

Though life coaching is not the same as therapy, this study shows the effectiveness of improving positive behavior through solution-focused questioning.

Mind mapping is a visual thinking tool that helps structure information. It helps clients to better analyze, comprehend, and generate new ideas in areas they might not have been automatically self-generated. Having it on paper gives them a reference point for future goal setting as well.

Empathy is vital in the administration of SFBT. A client needs to feel heard and held by the practitioner for any forward movement to occur. Intentionally leaning in to ensure that a client knows that the practitioner is engaged in listening is recommended.

Speaking to strengths and aligning those strengths with goal setting are important interventions in SFT. Recognizing and acknowledging what is already working for the client validates strengths. Self-recognition of these strengths increases self-esteem and in turn, improves forward movement.

The questions asked in Solution-Focused Therapy are positively directed and in a goal-oriented stance. The intention is to allow a perspective shift by guiding clients in the direction of hope and optimism to lead them to a path of positive change. Results and progress come from focusing on the changes that need to be made for goal attainment and increased well being.

1. Miracle Question

Here is a clear example of how to administer the miracle question. It should be delivered deliberately. When done so, it allows the client to imagine the miracle occurring.

“ Now, I want to ask you a strange question. Suppose that while you are sleeping tonight and the entire house is quiet, a miracle happens. The miracle is that the problem which brought you here is solved. However, because you are sleeping, you don’t know that the miracle has happened. So, when you wake up tomorrow morning, what will be different that will tell you that a miracle has happened and the problem which brought you here is solved? ” (de Shazer, 1988)

2. Presupposing change questions

A practitioner of solution-focused therapy asks questions in an approach derived way.

Here are a few examples of presupposing change questions:

“What stopped complete disaster from occurring?” “How did you avoid falling apart.” “What kept you from unraveling?”

3. Exception Questions

Examples of exception questions include:

1. Tell me about times when you don’t get angry. 2. Tell me about times you felt the happiest. 3. When was the last time that you feel you had a better day? 4. Was there ever a time when you felt happy in your relationship? 5. What was it about that day that made it a better day? 6. Can you think of a time when the problem was not present in your life?

4. Scaling Questions

These are questions that allow a client to rate their experience. They also allow for a client to evaluate their motivation to change their experience. Scaling questions allow for a practitioner to add a follow-up question that is in the positive as well.

An example of a scaling question: “On a scale of 1-10, with 10 representing the best it can be and one the worst, where would you say you are today?”

A follow-up question: “ Why a four and not a five?”

Questions like these allow the client to explore the positive, as well as their commitment to the changes that need to occur.

5. Coping Questions

These types of questions open clients up to their resiliency. Clients are experts in their life experience. Helping them see what works, allows them to grow from a place of strength.

“How have you managed so far?” “What have you done to stay afloat?” “What is working?”

3 Scaling questions from Solution Focused Therapy – Uncommon Practitioners

The main idea behind SFBT is that the techniques are positively and solution-focused to allow a brief amount of time for the client to be in therapy. Overall, improving the quality of life for each client, with them at the center and in the driver’s seat of their growth. SFBT typically has an average of 5-8 sessions.

During the sessions, goals are set. Specific experimental actions are explored and deployed into the client’s daily life. By keeping track of what works and where adjustments need to be made, a client is better able to track his or her progress.

A method has developed from the Miracle Question entitled, The Miracle Method . The steps follow below (Miller & Berg, 1996). It was designed for combatting problematic drinking but is useful in all areas of change.

  • State your desire for something in your life to be different.
  • Envision a miracle happening, and your life IS different.
  • Make sure the miracle is important to you.
  • Keep the miracle small.
  • Define the change with language that is positive, specific, and behavioral.
  • State how you will start your journey, rather than how you will end it.
  • Be clear about who, where, and when, but not the why.

A short selection of exercises which can be used

1. Solution-focused art therapy/ letter writing

A powerful in-session task is to request a client to draw or write about one of the following, as part of art therapy :

  • a picture of their miracle
  • something the client does well
  • a day when everything went well. What was different about that day?
  • a special person in their life

2. Strengths Finders

Have a client focus on a time when they felt their strongest. Ask them to highlight what strengths were present when things were going well. This can be an illuminating activity that helps clients focus on the strengths they already have inside of them.

A variation of this task is to have a client ask people who are important in their lives to tell them how they view the client’s strengths. Collecting strengths from another’s perspective can be very illuminating and helpful in bringing a client into a strength perspective.

3. Solution Mind Mapping

A creative way to guide a client into a brainstorm of solutions is by mind mapping. Have the miracle at the center of the mind map. From the center, have a client create branches of solutions to make that miracle happen. By exploring solution options, a client will self-generate and be more connected to the outcome.

4. Experiment Journals

Encourage clients to do experiments in real-life settings concerning the presenting problem. Have the client keep track of what works from an approach perspective. Reassure the client that a variety of experiments is a helpful approach.

These books are recommended reads for solution-focused therapy.

1. The Miracle Method: A Radically New Approach to Problem Drinking – Insoo Kim Berg and Scott D. Miller Ph.D.

The Miracle Method

The Miracle Method by Scott D. Miller and Insoo Kim Berg is a book that has helped many clients overcome problematic drinking since the 1990s.

By utilizing the miracle question in the book, those with problematic drinking behaviors are given the ability to envision a future without the problem.

Concrete, obtainable steps in reaching the envisioned future are laid out in this supportive read.

Available on Amazon .

2. Solution Focused Brief Therapy: 100 Key Points and Techniques – Harvey Ratney, Evan George and Chris Iveson

Solution-Focused Brief Therapy

Solution Focused Brief Therapy: 100 Key Points and Techniques is a well-received book on solution-focused therapy. Authors Ratner, George, and Iveson provide a concisely written and easily understandable guide to the approach.

Its accessibility allows for quick and effective change in people’s lives.

The book covers the approach’s history, philosophical underpinnings, techniques, and applications. It can be utilized in organizations, coaching, leadership, school-based work, and even in families.

The work is useful for any practitioner seeking to learn the approach and bring it into practice.

3. Handbook of Solution-Focused Brief Therapy (Jossey-Bass Psychology) – Scott D. Miller, Mark Hubble and Barry L. Duncan

Handbook of Solution-Focused Brief Therapy

It includes work from 28 of the lead practitioners in the field and how they have integrated the solution-focused approach with the problem-focused approach.

It utilizes research across treatment modalities to better equip new practitioners with as many tools as possible.

4. More Than Miracles: The State of the Art of Solution -Focused Therapy  (Routledge Mental Health Classic Editions) – Steve de Shazer and Yvonne Dolan

More Than Miracles

It allows the reader to peek into hundreds of hours of observation of psychotherapy.

It highlights what questions work and provides a thoughtful overview of applications to complex problems.

Solution-Focused Therapy is an approach that empowers clients to own their abilities in solving life’s problems. Rather than traditional psychotherapy that focuses on how a problem was derived, SFT allows for a goal-oriented focus to problem-solving. This approach allows for future-oriented, rather than past-oriented discussions to move a client forward toward the resolutions of their present problem.

This approach is used in many different areas, including education, family therapy , and even in office settings. Creating cooperative and collaborative opportunities to problem solve allows mind-broadening capabilities. Illuminating a path of choice is a compelling way to enable people to explore how exactly they want to show up in this world.

Thanks for reading!

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

  • de Shazer, S. (1988). Clues: Investigating solutions in brief therapy. New York, NY: W.W. Norton and Co.
  • Green, L. S., Oades, L. G., & Grant, A. M. (2006). Cognitive-behavioral, solution-focused life coaching: Enhancing goal striving, well-being, and hope. The Journal of Positive Psychology, 1 (3), 142-149.
  • Miller, S. D., & Berg, I. K. (1996). The miracle method: A radically new approach to problem drinking. New York, NY: W.W. Norton and Co.
  • Peterson, C., & Seligman, M. E. P., (2004).  Character strengths and virtues: A handbook and classification (Vol. 1). New York, NY: Oxford University Press.
  • Santa Rita Jr, E. (1998). What do you do after asking the miracle question in solution-focused therapy. Family Therapy, 25( 3), 189-195.

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Simply effective? The differential effects of solution-focused and problem-focused coaching questions in a self-coaching writing exercise

1 Department of Work and Organizational Psychology, University of Amsterdam, Amsterdam, Netherlands

2 Department of Pediatrics, Erasmus MC-Sophia Children’s Hospital, Erasmus Medical Center Rotterdam, Rotterdam, Netherlands

Jessie Koen

3 Department of Sustainable Productivity and Employability, Netherlands Organization for Applied Scientific Research, Leiden, Netherlands

Annelies E. M. van Vianen

Tim theeboom.

4 School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands

Bianca Beersma

5 Department of Organization Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands

Anne P. J. de Pagter

6 Department of Pediatrics, Willem-Alexander Children’s Hospital, Leiden University Medical Center, Leiden, Netherlands

Matthijs de Hoog

Associated data.

Given restrictions from the ethics review board and considering that sensitive personal data are handled, it is not possible to make the data freely available. The data that support the findings of this study are available from the corresponding author, LS, [email protected] , upon request.

Coaching is a systematic and goal-oriented one-on-one intervention by a coach aimed to guide clients in their professional and personal development. Previous research on coaching has demonstrated effects on a number of positive outcomes, including well-being and performance, yet little is known about the processes that underlie these outcomes, such as the type of questions coaches use. Here, we focus on three different types of coaching questions, and aim to uncover their immediate and sustained effects for affect, self-efficacy, and goal-directed outcomes, using a between-subjects experiment. One hundred and eighty-three medical residents and PhD students from various medical centers and healthcare organizations in the Netherlands were recruited to participate in a self-coaching writing exercise, where they followed written instructions rather than interacting with a real coach. All participants were randomly allocated to one of three conditions: either one of two solution-focused coaching conditions (i.e., the success or miracle condition) or a problem-focused coaching condition. Self-report questionnaires were used to measure key outcomes of coaching, that is positive and negative affect, self-efficacy, goal orientation, action planning (i.e., quantity and quality) and goal attainment. Two follow-up measurements assessed if the effects of the self-coaching exercise led to problem-solving actions within an initial follow-up period of 14 days and a subsequent follow-up period of 10 days. Findings showed that participants experienced more positive affect, less negative affect, and higher approach goal orientation after the solution-focused coaching exercise compared to the problem-focused coaching exercise. In all conditions, goal attainment increased as a consequence of the self-coaching intervention. We discuss the implications of our findings for the science and practice of contemporary coaching.

Introduction

Problem talk creates problems, solution talk creates solutions – Steve de Shazer (Berg and Szabo, 2005).

In the past two decades, the field of psychology has largely shifted its focus from (curing) mental illness to (promoting) well-being. With that shift, a new field of research and practice has emerged, that of positive psychology. The field of positive psychology is, in essence, the study of positive human functioning or happiness as defined by the presence of positive emotions, engagement and meaning ( Seligman and Csikszentmihalyi, 2000 ). Instead of fixing what is broken, applied positive psychology highlights what is working well in people’s lives, and uncovers and amplifies people’s individual strengths, hopes, and positive virtues. The theory of positive psychology, through its strength-based approach to human functioning, is the basis of coaching research and practice ( Kauffman, 2006 ).

With a growing attention to individual well-being and thriving, professional coaching has become a popular intervention at both the workplace and the private domain. Coaching can be defined as “a result-oriented, systematic process in which the coach facilitates the enhancement of life experience and goal attainment in the personal and/or professional lives of normal, non-clinical clients” ( Grant, 2003 , p. 254). Given the continuous need of employees to adapt to the changing nature of work and organizations –which can be demanding and a risk factor for well-being and health ( George and Jones, 2001 ; van den Heuvel et al., 2013 ; Johnston, 2018 )– employees increasingly seek the support of a coach to help them deal with the many challenges that working life can present. With this uptake, coaching as a profession also continues to keep growing: The International Coach Federation, the most recognized governing body for coaches around the world, counts more than 40,000 members in 151 countries in 2021 ( International Coach Federation, 2021 ), but this is a very conservative estimate of the number of people actually working as coaches. Research on the effects of coaching supports its popularity: studies have repeatedly demonstrated the positive effects of coaching on both well-being (e.g., reducing stress and burnout) and performance outcomes (e.g., goal attainment; Theeboom et al., 2014 ; Jones et al., 2016 ; McGonagle et al., 2020 ; Solms et al., 2021 ).

Although research on coaching has accelerated in the past years, there is still a lot that we do not know. First, relatively little is known about the coaching techniques and psychological mechanisms underlying positive coaching outcomes. Here, we aim to uncover these mechanisms by focusing on the effects of three different questioning techniques that coaches can use ( Bozer and Jones, 2018 ; Fontes and Dello Russo, 2021 ; Jones et al., 2021 ). We employ a self-coaching intervention rather than a real-life coaching intervention to examine the effects of each questioning technique and isolate it from relational factors that might otherwise impact the outcomes of coaching. That is, in real-life coaching, coaches tend to use a blend of different questioning techniques, and relational factors such as similarity attraction (i.e., similarity between coach and client may increase liking for one another) may play a role in their effectiveness. Employing an experimental design with a self-coaching exercise allows us to eliminate such confounding, relational factors and uncover the unique effects of each coaching question on coaching outcomes and their underlying psychological mechanisms. Nevertheless, we note that self-coaching is different from real-life coaching where a professional coach guides the coachee in a systematic, and goal-oriented fashion to goal-attainment and personal change. Second, the majority of experimental studies have focused on the immediate effects of coaching questions ( Theeboom et al., 2014 ). Given that coaching is a temporary investment, it is important to investigate if coaching questions can foster goal-directed change (e.g., action planning) beyond such immediate effects. Here, we examine both the immediate effects of questioning techniques and their effects during a brief follow-up period. Third and finally, existing experimental research on the effectiveness of coaching –the method that supports drawing causal conclusions– has exclusively been conducted among undergraduates (e.g., Grant, 2012 ; Theeboom et al., 2016 ; Grant and O’Connor, 2018 ). This is unfortunate, given that the majority of coaching takes place within an organizational context. It is thus crucial to conduct experimental research among working individuals and in a context in which coaching normally takes place. Because we use an experimental design in which we test different self-coaching techniques among medical professionals, this study combines the advantage of experimental control with higher ecological validity, allowing stronger generalization of findings to real-life coaching of medical professionals.

Problem-focused and solution-focused coaching

Questions are an integral part of any coaching conversation ( Grant and O’Connor, 2010 ). Here, we distinguish between questioning techniques that have their roots in problem-focused coaching and questioning techniques that have their roots in solution-focused coaching . Problem-focused coaching approaches originate from more traditional, generally psychotherapy-inspired schools that tend to focus their questioning on the client’s problem. Although positive psychology provides a solid theoretical and practical backbone to the science and practice of coaching ( Kauffman, 2006 ; Seligman, 2007 ), numerous coaching practitioners are rooted in the therapeutic model which concentrates on repairing damage rather than boosting strengths ( Kauffman and Scoular, 2004 ; Kauffman, 2006 ). Consequently, these coaches tend to use questioning techniques that are aimed to understand (and eliminate) the client’s problem (i.e., problem-focused questioning techniques 1 ). These questions can for instance be focused on the origin of a problem: “How long has this been a problem? How did it start?” ( Grant, 2003 , p. 26). By analyzing the root cause of a problem and how it manifests in dysfunctional patterns and behavior, coach and client work toward a global understanding of the origin of the problem and its consequences ( Lee, 2010 ). In contrast, coaches with a deep rootedness in strength-based approaches tend to focus on nurturing clients’ positive skills and qualities. Consequently, and in line with the premises of positive psychology they tend to use questioning techniques that activate existing resources and prioritize solution building over problem solving (i.e., solution-focused questioning techniques; O’Connell et al., 2013 ). These questions can for instance be focused on exploring previous solutions (“Can you think of a time when you managed a similar problem well? What did you do?”) or exceptions to the problem (“Has there been a time where this problem was not present?”).

Stemming from Solution-Focused Brief Therapy ( De Shazer, 1988 ), solution-focused coaching represents a paradigm shift focusing on what is already working well in a client’s life ( O’Connell et al., 2013 ) rather than focusing predominantly on the problem and its origin. In practice, the problem that has brought the client to coaching in the first place will almost always be the starting point of any coach conversation and as such, problem-focused approaches play an important role especially at the beginning of the coaching process. While problem-focused coaching addresses solutions relatively late in the process, in Solution-Focused Brief Therapy and coaching, solutions are developed relatively quickly by focusing on strategies and behavior that has been proven helpful instead of focusing on a client’s dysfunctional behavior ( De Shazer, 1988 ). By identifying occasions in a client’s life where the problem could have occurred but did not (referred to as “exception times”), coach and client can work toward solutions without spending too much time on the problem itself. Research in various populations (e.g., university students, patients, managers) has shown that solution-focused approaches correlate with well-being and promote goal pursuit ( Green et al., 2006 ; Grant, 2014 ; Pakrosnis and Cepukiene, 2015 ; Zhang et al., 2018 ), a finding that has also been confirmed in a meta-analysis on coaching in organizational and educational settings ( Theeboom et al., 2014 ).

While problem-focused coaching centers around asking questions about the client’s problem, solution-focused coaching can use different types of questions: the miracle question or success question are prototypical examples. The miracle question lets clients imagine a situation in which the problem miraculously no longer exists ( De Shazer and Dolan, 2012 ). This questioning technique uses mental imagery to stir the conversation away from the problem toward a desired situation where the problem is absent. Applying this technique can be an eyeopener for clients who tend to focus primarily on the struggles they encounter, and consequently pave the way for change ( De Shazer and Dolan, 2012 ). The success question lets clients think back to previous situations in which they have successfully managed a problem. This questioning technique is based on the assumption that people have solved plenty of problems in the course of their life and are therefore able to generate successful strategies to solve their current problems ( De Shazer and Dolan, 2012 ). This idea strongly resembles Bandura’s (1991) concept of self-efficacy: a person’s belief in his or her capability to successfully perform a particular task. Such self-efficacy beliefs are strongly influenced by past experiences of success (i.e., mastery experiences). As such, the success question can make past mastery experiences salient to the client and increase their sense of competence.

Despite its strong roots in seminal theory (e.g., social cognitive theory; Bandura, 1991 ) and its frequent use in practice, the success question has not received much scientific attention. This is unfortunate, because a deeper understanding of the mechanisms through which specific questioning techniques can improve client outcomes would not only advance theory in the field of coaching but would also allow practitioners to resort to coaching techniques that are tailored to and more effective for their clients ( Grant, 2020 ). In this study, we will therefore examine the effects of the success question in addition to the miracle question and will compare these effects with those of the problem-focused question.

Theoretical background and hypotheses

In line with positive psychology theory and common definitions of coaching as a change process aimed at building personal strengths and attaining personal goals, here we focus on key variables relevant in the context of goal-directed self-regulation: affect, self-efficacy, goal-orientation, goal pursuit, and problem-solving actions.

Question focus and affect

Research comparing problem-focused with solution-focused questioning paints a more positive picture in favor of the solution-focused approach (e.g., Braunstein and Grant, 2016 ; Theeboom et al., 2016 ). Specifically, solution-focused questions (as compared to problem-focused questions) may increase positive affective states (e.g., feeling energetic) and may decrease negative affective states (e.g., feeling anxious; Theeboom et al., 2016 ; Grant and O’Connor, 2018 ). According to positive psychology theory ( Seligman et al., 2005 ), when people are encouraged to think about a desired outcome in the future or past successes –rather than directing their attention to the problem– they will likely experience positive emotions (such as feeling energetic or calm) that accompany these thoughts. This idea is supported by regulatory focus theory ( Higgins, 2002 ), proposing that goals aimed at achieving positive outcomes (rather than at avoiding negative outcomes) are linked to positive emotions ( Idson et al., 2000 ). In contrast, goals aimed at avoiding or overcoming negative outcomes are linked to negative emotions. Hence, when people focus on potential solutions, they will experience positive emotions, whereas when they mainly focus on their problem, they will feel increased discomfort and negative emotions ( Theeboom et al., 2016 ). Based on this theorizing, we generate our first hypothesis.

Hypothesis 1: Compared to problem-focused questioning, solution-focused questioning leads to (a) higher positive affect and (b) lower negative affect.

Question focus and self-efficacy

Coaches often seek to increase their clients’ self-efficacy to promote a sense of personal agency and goal attainment ( Grant, 2012 ). This idea is rooted in Bandura’s (1977) social learning theory that posits that past experiences guide people’s future actions and that people engage in actions that have proven useful in the past. In solution-focused coaching, self-efficacy is promoted by focusing on “what is going well” instead of “what is going wrong.” Under the tenet “If it works, do more of it” therapists and coaches encourage clients to engage in activities that have been proven useful. Small steps in the right direction will likely spark further steps, gradually leading the client to feel “better enough” to end therapy or coaching ( De Shazer and Dolan, 2012 , p. 2).

The miracle question is typically used by coaches to spark optimism of a hopeful future and break free from existing –often dysfunctional– cognitive patterns and beliefs ( Grant and O’Connor, 2010 , 2018 ; Braunstein and Grant, 2016 ). By encouraging the client to envision a world without the problem, people are reminded of their qualities and skills that have been overshadowed by the seeming incompetence to handle the problem successfully. Therefore, the miracle question (as opposed to a problem-focused coaching question) likely increases self-efficacy to solve a personal problem. Moreover, we expect that the solution-focused success question will result in even higher self-efficacy than the solution-focused miracle question, because the success question instructs clients to think about previous mastery experiences, which –according to Bandura’s social learning theory– should be particularly strongly related to self-efficacy ( Bandura, 1982 ).

Hypothesis 2a: Compared to problem-focused questioning, solution-focused questioning leads to higher self-efficacy.
Hypothesis 2b: Compared to the solution-focused miracle question, the solution-focused success question leads to higher self-efficacy.

Question focus and goal orientation

With goal pursuit lying at the heart of coaching interventions, coaches may seek to assist clients in formulating effective goals, that is, approach rather than avoidance goals ( Elliot and Church, 1997 ; Elliot et al., 1997 ). Solution-focused questioning can help to achieve this as it emphasizes a desired outcome that one aims to achieve (i.e., an approach goal) rather than a negative outcome that one aims to avoid (i.e., an avoidance goal). This is in line with the self-regulation model by Carver and Scheier (1998) proposing that behavioral regulation with negative reference points (i.e., an undesired end state) is less fruitful than behavioral regulation with positive reference points (i.e., a desired end state) because the former fails to provide clients with a clear direction. Instead of focusing on the things that are going wrong, solution-focused coaching rather emphasizes behaviors that proved beneficial for the client during times of improvement ( De Shazer and Dolan, 2012 ). Drawing on the hierarchical model of approach-avoidance motivation ( Elliot, 2006 ) we argue that solution-focused coaching –due to its strong focus on positive outcomes and how to attain them– is inherently associated with an approach rather than avoidance orientation. Specifically, both the miracle and the success question draw attention to a desired outcome that either has “magically” come about (i.e., the miracle question) or has previously been achieved (i.e., the success question). As such, we hypothesize that the solution-focused coaching questions will stimulate approach goal orientation and inhibit avoidance goal orientation.

Hypothesis 3: Compared to problem-focused coaching, solution-focused coaching leads to (a) higher approach goal orientation and (b) lower avoidance goal orientation.

Question focus and goal pursuit

Compared to problem-focused coaching, solution-focused coaching approaches are stronger future-focused and goal-directed ( De Shazer and Dolan, 2012 ): considerable time is spent on constructing solutions, presumably more than on analyzing the problem that brought a client to coaching in the first place. Consequently, clients can make goal progress relatively quickly ( Iveson, 2002 ). Drawing on hope theory –that emphasizes agency and pathway thinking as central to the process of goal attainment– ( Snyder, 2002 ), we argue that solution-focused coaching activates clients’ sense of agency (i.e., the belief in one’s capacity to initiate and sustain actions or “willpower”) and goal-directed or “pathway” thinking, which likely promotes goal-directed behavior (e.g., development of action plans) and goal attainment. Solution-focused as opposed to problem-focused coaching is expected to be superior in promoting goal progress (e.g., Grant and O’Connor, 2018 ; Grant and Gerrard, 2020 ). Based on this theorizing, research indeed found that participants who engaged in a solution-focused coaching exercise listed more action steps to solve a problem than participants in a problem-focused coaching exercise ( Grant, 2012 ). In line with hope theory and earlier empirical findings, we formulate the following hypothesis:

Hypothesis 4: Compared to problem-focused questioning, solution-focused questioning will lead to (a) stronger increases in goal attainment and (b) more and higher quality action planning (i.e., number and quality of action steps) directly after the experimental coaching intervention.

Question focus and problem-solving actions

Although coaches can facilitate clients’ goal pursuit through formulation of action plans, clients still need to translate their goals and plans into actual behavior ( Theeboom et al., 2016 ). According to the theory of planned behavior ( Ajzen, 1991 ) behavioral intentions (action plans to solve the problem) will promote actual problem-solving behaviors. We therefore also investigate the effects of problem-focused and solution-focused questioning on reported problem-solving actions and actual problem-solving actions within a brief follow-up period. Specifically, we include an unobtrusive behavioral measure that captures whether participants actually take action to try and solve their problem. Given the previously described benefits of solution-focused questioning on affective (e.g., positive affect), cognitive (e.g., self-efficacy), and behavioral (i.e., action planning and goal attainment) outcomes, we expect that solution-focused (as opposed to problem-focused) questioning will have stronger effects on goal attainment and reported problem-solving actions within a follow-up period of 14 days, as well as on actual problem-solving actions within a subsequent follow-up period of 10 days.

Hypothesis 5: Compared to problem-focused questioning, solution-focused questioning leads to (a) higher reported problem-solving actions (i.e., extent of performing action steps), (b) higher goal attainment, and (c) higher actual problem-solving actions during follow-up.

Materials and methods

Participants and design.

Our sample comprised medical residents and MD/PhD students recruited from several medical centers and healthcare institutions throughout the Netherlands. In total, five medical centers as well as two umbrella training and education alliances that include more than 20 medical centers and several healthcare institutions were approached by the authors and shared the study invitation within their network of residents and MD/PhD students. Participants were invited by email to participate in a study on online coaching. Initially, a total number of 232 participants completed the self-coaching exercise that consisted of written instructions concerning a work-related problem.

In order to preclude any adverse effects of our manipulation on participants’ well-being and in line with coaching operationalized as an intervention for a healthy, non-clinical population, participants were screened at the start of the study on the emotional exhaustion component of the UBOS scale (UBOS; Schaufeli et al., 1996 ; Theeboom et al., 2016 ). Because we predicted more positive effects in the solution-focused than in the problem-focused condition, participants who reached a cut-off point of severe exhaustion (cut-off = 4.62; Schaufeli and Van Dierendonck, 2000 ) were automatically led into one of the two solution-focused coaching conditions. Additionally, these participants were notified at the end of the questionnaire that they scored above average on the exhaustion scale and were advised to seek support from their occupational physician or manager. We excluded their data ( n = 7) from our analyses. After applying a predetermined exclusion procedure (see Figure 1 for a CONSORT flowchart), our final sample comprised 183 medical residents and medical PhD students (159 residents, 145 females of which 61, 66, and 56 were assigned to the problem, miracle, and success condition, respectively). Their average age was 30.71 (SD = 3.30), ranging from 25 to 46 years.

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CONSORT flowchart depicting screening and exclusion procedure at T1. EXCL refers to the exclusion of participants. Participants that spend 61 or more minutes on completing the experiment (i.e., extremes based on stem-and-leaf plot) were excluded, because the experimental design requires participants to complete the exercise at once.

The study consisted of an online self-coaching writing exercise and questionnaire (T1), a follow-up questionnaire (T2) and an unobtrusive behavioral measure (T3). The self-coaching writing exercise allowed us to test the effects of solution- and problem-focused coaching questions that were experimentally manipulated. Participants were randomly allocated to one of three conditions (problem-focused, solution-focused miracle, or solution-focused success). Including two different types of solution-focused coaching questions (i.e., miracle and success question) allowed us to compare their effects as well rather than merely contrasting solution-focused coaching with problem-focused coaching questions. While the follow-up questionnaire (T2) was used to measure the effects of the coaching exercise (i.e., reported problem-solving actions and goal-attainment) during a brief follow-up period of 14 days, the hidden behavioral measure (T3) aimed to assess actual problem-solving actions.

Procedure and manipulations

The study protocol was approved by the Ethics Review Board of the University of Amsterdam. Before starting the online coaching exercise (at T1), participants were informed about the study’s goal and procedure. They were also informed that all data would be handled confidentially, would not be shared with the organizations in which participants were employed, and that participation was completely voluntary. Finally, they read that the study consisted of a self-coaching exercise (T1) and a follow-up questionnaire (T2) they would receive 14 days later. See Figure 2 for details on the exclusion procedure at T2 and T3.

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CONSORT flowchart depicting screening and exclusion procedure for T2 and T3 Follow-up. The sample at T1 consisted of 183 participants allocated to one of the three experimental conditions. Of the 183 participants, 1 participant did not indicate their email address and thus did not receive the T2 survey. Of the remaining 182 participants, 170 participants (response rate: 92.9%) filled in the T2 survey. Overall, 10 participants were excluded as they did not complete the survey, indicated that the steps reported were not correct or showed suspicious data entry. The final sample at T2 consisted of 160 participants. The final T3 sample that was analyzed consisted of 154 participants. 6 participants were excluded as they received the link for the website (T3) and the T2 survey simultaneously and this could potentially distort the answers on the T2 survey. *For exclusion procedure at T1, see Figure 1 . **Participants that didn’t answer items on effort to perform action steps (but on extent) were included in the sample although these answers were missing.

Manipulation: Self-coaching writing exercise (T1)

Participants completed the informed consent form, filled in a self-generated identification code to allow matching the T1 and T2 data, provided demographical information (i.e., gender, age, nationality, job position [i.e., medical resident, medical PhD student] and medical specialty, previous experience with coaching and email address for follow-up contact and compensation in the form of an online voucher), and completed the exhaustion screening measure. Participants then started the self-coaching writing exercise. The exercises with the solution-focused miracle or problem-focused questions were based on previous research ( Braunstein and Grant, 2016 ; Theeboom et al., 2016 ). The exercise with the solution-focused success question was added by the researchers and is based on Bandura’s concepts of self-efficacy and mastery ( Bandura, 1982 ; see the Supplementary material for a detailed description of the self-coaching exercises). As a first step, participants were asked to identify and describe a personal work-related problem that they would like to address during coaching. In order to guarantee a certain degree of standardization of the problems described, we asked participants to describe a problem that related to their job, career or work-life balance that they would like to address in a coaching session. Furthermore, they were asked to report the extent to which the problem was causing discomfort (on a 10-point scale, from 1 [ no discomfort at all ] to 10 [ heavy discomfort ]), and how the problem influenced thoughts and feelings or interfered otherwise with their functioning at work or in their private life. Finally, they were asked to indicate on a scale from 1 ( solution not reached at all ) to 10 ( solution reached ) to what extent they currently had reached the solution to their problem. Hereafter, the manipulation started.

In the problem condition, participants were asked to think back to a day where their problem had been strongly present. Hereafter, they were asked to describe the first thing they had noticed on that day, how they had behaved, thought, and felt in that situation, and how other people had noticed that their problem was strongly present.

In the miracle condition, participants were asked to imagine a situation in which their problem had magically disappeared overnight. They were then asked to describe what they would notice the next morning, how they would behave, think and feel in that situation, and how other people would notice that the problem had disappeared.

In the success condition, participants were asked to think of a situation in the past in which they had experienced the same problem but had been able to manage it successfully. They were asked to describe the first thing they had noticed that day, how they behaved, thought and felt in that situation, and how other people had noticed that they had successfully dealt with the problem.

Figure 3 presents the experimental procedure as well as the corresponding measures. See the Supplemental Material for information on additional measures.

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Summary of study design.

At T1, participants filled out questionnaires to assess their positive and negative affect, self-efficacy, and goal orientation. Next, their own responses to the self-coaching exercise (i.e., what they had noticed, how they had felt, thought, and behaved) were presented to them and they were asked to list future action steps that would bring them closer to solving their problem. Hereafter, they were asked again about their goal attainment (i.e., how close they felt to the solution of their problem). Finally, participants answered the manipulation check questions, and were thanked for their participation.

At T2, 14 days after completion of the coaching exercise, participants who had completed T1 and had provided their email address received the invitation to the follow-up survey by e-mail. Participants reported their problem-solving actions (i.e., the extent to which participants had performed their action steps described at T1) and goal attainment. At T3, after completion of the T2 measures, they received an invitation to a website providing information on dealing with work-related stress, such as time management and mindfulness. Using a click-through measure, we assessed the number of visits during the upcoming 10 days as an unobtrusive behavioral indicator of participants’ actual (objective) problem-solving actions.

Our measures were derived from validated scales and have been used in previous studies in the context of coaching, and beyond. Below, we report reliability indices of our measures, Cronbach’s alpha and McDonalds omega ( McNeish, 2018 ).

Emotional exhaustion (T1)

Participants’ emotional exhaustion was measured with the emotional exhaustion subscale of the Dutch version of the Maslach Burnout Inventory adapted for human services such as healthcare (UBOS; Schaufeli et al., 1996 ; Schaufeli and Van Dierendonck, 2000 ). The eight items were answered on a seven-point scale ranging from 1 ( never ) to 7 ( always ). An example item is: “Working with people all day is a heavy burden for me” (α = 0.86; ω = 0.86).

Goal attainment (T1)

Goal attainment, the extent to which participants had reached the solution to their problem, was measured with a 10-point scale ranging from 1 ( solution not obtained at all ) to 10 ( solution obtained ; see Grant, 2012 ; Theeboom et al., 2016 ). Goal attainment was measured before and after the experimental manipulation. The following item was used: “On a scale from 1 to 10, to what extent have you at this point achieved the solution to this problem?”

Positive and negative affect (T1)

Participants’ positive and negative affect were measured with the hedonic tone (e.g., “satisfied”; α = 0.89; ω = 0.90), energetic arousal (e.g., “active”; α = 0.82; ω = 0.79), and the tense arousal (e.g., “nervous”; α = 0.90; ω = 0.90) subscales (8 items each) of the UWIST Mood Adjective Checklist (UMACL; Matthews et al., 1990 ). Participants were asked to indicate on a seven-point scale ranging from 1 ( not applicable at all ) to 7 ( fully applicable ) to what extent these adjectives currently applied to them when thinking about the situation they had just described (i.e., the coaching manipulation).

Self-efficacy (T1)

Self-efficacy was measured with the following four items that are based on the Core Self-Evaluations Scale and were adapted to fit the context of the study (CSES; Judge et al., 2004 ): (1) “I am confident that I can solve my problem”; (2) “If I try my best, I will be able to solve my problem”; (3) “I am full of doubts about my abilities to master my problem”; (4) “I am able to handle my problem well” (α = 0.70; ω = 0.71). The items were answered on a five-point scale ranging from 1 ( completely disagree ) to 5 ( completely agree ).

Approach and avoidance goal orientation (T1)

Approach and avoidance goal orientation were measured with three items each, that were based on the Achievement Goal Questionnaire (AGQ; Elliot and Murayama, 2008 ). We adapted the items to fit the context of the self-coaching exercise. The items were answered on a seven-point scale ranging from 1 ( completely disagree ) to 7 ( completely agree ). Example items of approach and avoidance goal orientation, respectively, are: “I strive to solve my problem as soon as possible” (α = 0.74; ω = 0.74) and “I am going to focus on preventing the problem from getting worse” (α = 0.61; ω = 0.62).

Action planning (T1)

Action planning was assessed by asking participants to describe the first steps they would take in the near future to achieve the situation they wished for (i.e., solution of the problem; Grant, 2012 ). The following item was used: “Can you describe what first small steps you will take in the near future to achieve the desired situation (solution of the problem)?” Fifteen text fields were provided for potential responses. We recorded the number and quality of action steps of each participant by means of four indicators: specificity , uniqueness , behavior (i.e., action steps reflect behavior rather than cognitions) , and approach goal orientation . In pairs of two, the authors conducted the coding of the quality indicators based on a coding scheme. See the Supplementary material for a detailed description of the quality criteria and the coding process and scheme.

Manipulation check (T1)

With six items that described the nature of the coaching instructions people had received, we assessed whether the manipulation had been successful. Participants rated on a seven-point scale ranging from 1 ( not applicable at all ) to 7 ( fully applicable ) whether the statements were applicable to them. Example items of the problem, miracle, and success conditions, respectively, are: “In this study, I was asked to think about a situation where my problem was very present” (α = 0.71), “In this study I was asked to imagine a situation in which my problem suddenly disappeared.” (α = 0.95), and “In this study, I had to think about what I had done in the past to solve the problem” (α = 0.76).

Problem-solving actions (T2)

Participants were shown the personal problem and the action steps they had described during the coaching exercise (at T1). They were asked to indicate to what extent they had performed these steps (on a scale ranging from 1 [ not at all ] to 7 [ completely ]) and how much effort they had spent to do so (on a scale from 1 [ not much ] to 7 [ much ]). Participants then could list additional action steps that had not been listed before. We used the following item: “For each step, indicate to what extent you have performed this step and how much effort you have put into taking this step.”

Goal attainment (T2)

Participants indicated on a 10-point scale ranging from 1 ( solution not obtained at all ) to 10 ( solution obtained ) to what extent they had currently reached the solution to their previously described problem. We used the same measure as at T1.

Actual problem-solving actions (T3)

Participants received an email with the link to a website providing information that could be useful for dealing with work-related problems (e.g., time management and mindfulness). As an indicator of objective (as opposed to self-reported) problem-solving actions, we used a click-through measure to assess if participants visited the website during a period of 10 days. The specific content displayed on the website can be requested from the first author.

Analytical approach

Data were analyzed in SPSS (version 25) using analysis of variance (ANOVA) with condition as between-subjects factor. Significant main effects were followed up with planned contrasts between the problem-focused (coded as −2) and the two solution-focused conditions (coded as 1 each), and –for H2b– between the solution-focused miracle (coded as 1) and the solution-focused success condition (coded as −1). Table 1 shows the means and standard deviations of the key variables in all three conditions. Table 2 presents the correlations of the variables at T1. Table 3 displays a summary of the hypotheses and their results.

Means and standard deviations of the key study variables in all three conditions.

PA, positive affect, NA, negative affect; Goal attainment pre, before the experimental instructions; Goal attainment post, after the experimental instructions.

a Based on n = 58, n = 66, n = 55 for problem condition, miracle condition, and success condition, respectively.

b Based on n = 55, n = 58, n = 47 for problem condition, miracle condition, and success condition, respectively, for the goal attainment measure; n = 53, n = 58, n = 46 for problem condition, miracle condition, and success condition, respectively, for the extent measure; n = 45, n = 48, n = 38 for problem condition, miracle condition, and success condition, respectively, for the effort measure.

c Based on n = 54, n = 54, n = 46 for problem condition, miracle condition, and success condition, respectively.

d Reflects the percentage of participants visiting the website once or more.

Means, standard variations, intercorrelations, and reliabilities of the study variables across the three conditions at T1.

N = 183 for variables 1–9. N = 179 for variables 10–13. Cronbach’s alpha reliability indices are displayed on the diagonal between brackets.*p < 0.05. **p < 0.01.

Summary of hypotheses and results.

See the main text for a description of the statistical results.

Manipulation check

Results showed that the experimental manipulation was successful. First, participants in the problem-focused condition scored higher on the degree to which the experiment had instructed them to imagine their problem being strongly present than participants in the solution-focused conditions ( F (2, 180) = 58.12, p < 0.001, see Table 1 ). Second, participants in the miracle condition scored higher on the degree to which the experiment had instructed them to image a situation in which their problem had suddenly disappeared than participants in other two conditions ( F (2, 180) = 479.45, p < 0.001). Finally, participants in the success condition scored higher on the degree to which the experiment had instructed them to image what they had done before to solve the problem than participants in the other two conditions ( F (2, 180) = 63.99, p < 0.001). Post hoc testing confirmed that differences between conditions were significant (all p ’s < 0.001).

Hypothesis testing

H1a predicted that the two solution-focused conditions (miracle and success) would elicit higher positive affect (i.e., hedonic tone, energetic arousal) than the problem-focused condition. Results yielded a significant main effect of condition for hedonic tone, F (2, 180) = 11.85, p < 0.001, η p 2 = 0.12: participants in the solution-focused conditions reported significantly higher hedonic tone than participants in the problem-focused condition, t (180) = 4.81, p < 0.001. Similarly, results showed a significant main effect of condition for energetic arousal, F (2, 180) = 6.81, p = 0.001, η p2 = 0.07: participants in the solution-focused conditions reported significantly higher energetic arousal than participants in the problem-focused condition, t (180) = 3.69, p < 0.001. Thus, H1a was supported.

H1b predicted that the two solution-focused conditions would elicit lower negative affect (i.e., tense arousal) than the problem-focused condition. Results showed a significant main effect of condition for tense arousal, F (2, 180) = 3.78, p = 0.025, η p2 = 0.04: participants in the solution-focused conditions reported significantly lower tense arousal than participants in the problem-focused condition, t (180) = −2.75, p = 0.007. Thus, H1b was supported.

H2a predicted that the two solution-focused conditions would elicit higher self-efficacy than the problem-focused condition and H2b predicted that the success condition would elicit higher self-efficacy than the miracle condition. These hypotheses were not supported, F (2, 180) = 1.00, p = 0.368, η p2 = 0.01.

H3a predicted that the two solution-focused conditions would elicit higher approach goal orientation than the problem-focused condition. Results showed a significant main effect of condition for approach goal orientation, F (2, 180) = 3.83, p = 0.024, η p2 = 0.04: participants in the solution-focused conditions reported significantly higher approach goal orientation than participants in the problem-focused condition, t (180) = 2.65, p = 0.009. Thus, H3a was supported. H3b predicted that the two solution-focused conditions would elicit lower avoidance goal orientation than the problem-focused condition, but was not supported, F (2, 180) = 0.71, p = 0.494, η p2 = 0.01.

H4a predicted that the two solution-focused conditions would yield a stronger increase in participants’ goal attainment after the coaching exercise than the problem-focused condition. Repeated measures analyses with time as within-subject variable and condition as between-subject variable revealed a significant main effect of time, F (1, 180) = 95.63, p < 0.001, η p2 = 0.35. In all three conditions, participants reported higher goal attainment after the self-coaching exercise than before, all p ’s < 0.001. The time x condition interaction was not significant, F (2, 180) = 1.45, p = 0.237, η p2 = 0.02, indicating that participants’ increase in goal attainment did not differ between conditions. Results furthermore showed that there were no differences between conditions in participants’ goal attainment at the start of the manipulation nor in the severity of the problem they had described, both p ’s > 0.05. Thus, H4a was not supported.

H4b predicted that the two solution-focused conditions would lead to more and higher-quality action planning than the problem-focused condition. The average number of action steps was the same in all conditions, F (2, 180) = 0.08, p = 0.926, η p2 = 0.01 2 and there was no difference between conditions for any of the four quality indicators ( specificity : F (2, 176) = 2.63, p = 0.075, η p2 = 0.03; uniqueness : F (2, 176) = 0.69, p = 0.505, η p2 = 0.01; behavior : F (2, 176) = 0.59, p = 0.557, η p2 = 0.01; approach goal orientation : F (2, 176) = 1.18, p = 0.309, η p2 = 0.01). Thus, H4b was not supported.

H5a predicted that the two solution-focused conditions would lead to higher reported problem-solving actions within the period of 14 days after the experimental coaching intervention than the problem-focused condition. Results showed no differences between conditions in formulated action steps, F (2, 154) = 0.01, p = 0.992, η p2 = 0.00, nor in the amount of effort spent on performing those action steps, F (2, 128) = 1.53, p = 0.221, η p2 = 0.02. Additionally, a Pearson Chi-Square test showed that the proportion of participants who reported additional action steps ( n = 22; 13.8%) did not differ as a function of condition X 2 (2, N = 160) = 3.96, p = 0.138. Thus, H5a was not supported. H5b predicted that participants in the two solution-focused conditions would report higher goal attainment than participants in the problem-focused condition. We found no support for this hypothesis, F (2, 157) = 0.375, p = 0.688, η p2 = 0.01.

H5c predicted that participants in the two solution-focused conditions would show higher actual problem-solving actions (i.e., website visits). We found no support for this hypothesis: a Pearson Chi-Square test indicated that participants from all three conditions 3 visited the website equally, X 2 (2, N = 154) = 1.39, p = 0.499.

Despite the popularity of coaching for increasing well-being and thriving at both the workplace and the private domain, research has lacked behind in uncovering the mechanisms behind coaching effectiveness. Specifically, only little is known about the effectiveness of specific type of coaching questions, and it has remained unclear if the positive effects of such questions can be sustained outside of coaching sessions. The current study therefore examined the immediate effects of solution-focused and problem-focused coaching techniques in an experimental setting and investigated if these questions led to goal-directed changes during a brief follow-up period of 14 days. We showed that when implemented in a self-coaching writing exercise, solution-focused questioning –a popular approach to the practice of coaching– fosters affective self-regulation relatively more than problem-focused questioning. That is, solution-focused questioning promotes positive emotions, hampers negative emotions, and increases people’s motivation to solve their problem (i.e., approach goal motivation). Yet, solution-focused questioning was not more effective than problem-focused questioning in reducing avoidance goal orientation or in promoting self-efficacy, action planning, problem solving and goal attainment. In fact, both solution- and problem-focused questioning increased perceptions of goal attainment right after the writing exercise and after a period of 14 days. Below, we will discuss our findings and their implications in more detail.

Our results show that thinking about solutions rather than problems makes people not only feel good, but also motivates them to strive for gains while keeping an eye on potential losses. That is, solution-focused questioning stimulated approach motivation but did not simultaneously inhibit avoidance motivation. A possible explanation for this finding might be that approach and avoidance motivation are relatively independent concepts ( Elliot and Covington, 2001 ), and are therefore influenced through different systems. It might also be possible that investing in solutions for complex problems –that often are systemic and not entirely within one’s control– is only adaptive when the problem will not get worse. In that case, adopting a prevention strategy (i.e., concerned with assuring safety and avoiding negative outcomes) can provide some degree of control ( Higgins, 1997 ).

Contrary to our expectations and earlier empirical findings, we did not find that solution-focused questioning was more effective than problem-focused questioning in increasing people’s self-efficacy beliefs, nor did we find any differences between the miracle and the success question in that regard. This is surprising, given that previous success experiences are deemed the most important source of self-efficacy ( Bandura, 1977 ). We see two explanations for this unexpected finding. First, it is possible that the success experiences made salient during the coaching exercise were too broad to be a credible source for solving one’s current problem. While mastery experiences in one domain can lead to spill-over effects to other domains, meaning that previous successes and associated positive experiences for example at work may boost motivation and positive affect to approach problems in private life, this is only the case if the same skills are required (e.g., general self-management strategies, Bandura, 2006 ). The skills that participants recalled during the coaching exercise may thus not have fully matched the skills needed to solve their current problem. It is particularly important for solution-focused coaches to not blindly focus on clients’ strengths but to enable clients to transfer the right prior experienced skills to the current problem. Second, the problems that participants expressed were complex and at least partly contextual (see the Supplementary material ), which may mean that participants may have had situational restrictions in mind when reflecting on their ability to solve the problem. Indeed, Table 1 shows moderate self-efficacy beliefs and relatively low variance among participants in all three conditions.

Another unexpected finding was that problem-focused questioning was equally successful as solution-focused questioning in promoting goal attainment (i.e., how close people felt to solving their problem). Interestingly, this was still evident in all groups 14 days later. Although ruminating on problems can be damaging to clients’ immediate affective states, taking time to reflect on one’s problem may still feel like progress. According to the Transtheoretical Model of Change ( Prochaska et al., 2015 ), people need to become aware of their problem, its causes and consequences, before they are ready to act. Although the awareness of a problem can be uncomfortable (reduced positive affect – a finding we also see in our study), it is a crucial first step on the road to change and may facilitate rather than impede problem-solving actions when one stops digging into the problem in time.

Lastly, the results showed no differences between problem-focused and solution-focused questioning with regard to people’s immediate action planning (i.e., number and quality of action steps), and their reported and actual problem-solving actions. In other words, thinking about solutions rather than problems did not make people actually do more to solve their problem. Our self-coaching writing exercise, in which participants were asked to describe a problem and reflect on it, may have been a push to start acting on the problem, irrespective of the experimental condition they were in. Thus, raising the salience of a problem may already trigger action planning and subsequent actions. Alternatively, the effects of problem-focused and solution-focused questioning techniques may outweigh each other in promoting or hampering action taking. While problem-focused questioning may cause deep reflection but also deactivating negative moods such as sadness and weariness (see Kreemers et al., 2020 ), solution-focused questioning may cause divergent thinking but also unrealistic fantasies that hinder the planning of concrete actions. Unlike concrete goals, positive fantasies lack a clear commitment to behavior ( Oettingen, 2012 ). When indulging in positive thoughts, one can easily forget that this positive future has not been realized yet, which ultimately hinders goal striving and pursuit.

Theoretical implications

The results of the present study provide a better understanding of the effects of questioning techniques in coaching and advance the literature in several ways. First, we answered to the call for a broader understanding of the psychological mechanisms that render positive coaching outcomes ( Bachkirova and Kauffman, 2009 ). We shed light on the most essential tool that coaches have: asking questions. We showed that solution-focused questions are more effective than problem-focused questions when the goal of coaching is to make people feel good, and to help people strive toward solving their problem (rather than preventing it from getting worse). For factors deemed essential for goal-directed self-regulation, the type of questioning made no difference.

Second, by examining the effects of questioning techniques on participants’ problem-solving actions during a brief follow-up period, we uncovered their differential potential to alter behavior – the ultimate goal for many clients and their coaches. Specifically, we showed that solution-focused and problem-focused questioning did not lead to different behavioral outcomes during this period. Thus, although a strength-based approach in coaching seems particularly useful in stages in the coaching process where clients get lost in complex rumination and feelings of despair, this approach may be insufficient for sustaining behavioral change. More theory development and research are needed to better understand which interventions have which effects in the different temporal stages of coaching (see also Theeboom et al., 2017 ).

Finally, while prior research with university students showed that individuals benefited more from solution-focused than problem-focused questioning, this finding was only partly replicated in our study with medical residents. This can be explained by the differences in samples: the type of problems that medical residents face in their job may fundamentally differ from those of students (e.g., study-related stress, Theeboom et al., 2016 ) in magnitude and complexity. First, the problems of employees and students may differ in magnitude . Theeboom et al. (2016) speculated that students’ problems might not be pressing enough. For example, students were instructed to think about problems that were “frustrating for them” or were posing a “dilemma […] where [they] feel caught between two or more possible courses of action” (e.g., Grant and Gerrard, 2020 ). These types of problems were probably less severe than the problems mentioned by the healthcare workers in our sample. Second, the problems of employees and students may differ in complexity. Healthcare workers are part of large organizational systems in which they can have limited autonomy and control in their work. The work-related problems they face may often involve structural organizational factors (hindrance stressors) and significant others (e.g., colleagues, supervisors or patients), which can significantly impact their perception of behavioral control, motivation and options for problem-solving actions ( Yang and Li, 2021 ). At the same time, the job demands (e.g., high workload, emotional demands) faced by the residents in this study might at least partly overlap with the experience of employees from relevant other settings (e.g., education). Consequently, we expect the findings to be generalizable across other professions outside of healthcare. All in all, it is possible that both the severity and complexity of the problems that coaching clients aim to solve influence the effectiveness of coaching questions for outcomes such as self-efficacy, goal attainment, and action planning and behavior. Therefore, as experimental studies encompass only a one-time and short (although controlled) intervention, future research could further improve its ecological validity by examining the effects of coaching questioning techniques in real coaching sessions. After all, coaching is a process.

Practical implications

Asking (the right) questions is an essential part of coaching. Our results show that not all types of questions are equally effective. Coaching questions that convey a positive outcome make the client feel good and motivate them to pursue their goals whereas “problem talk” goes along with unpleasant feelings. In coaching practice, it would be neither desirable nor constructive to eliminate the problem from the coaching conversation altogether. However, if coaches –in a specific stage of the coaching process– aim to reinforce positive feelings and inspire optimism and hope for the future, they might do well to ask solution-focused questions. This may help clients to temporarily detach from their problem and develop a different and broader view on their situation.

Second, our results suggest that feeling good is a “nice-to-have” rather than a “must-have” for clients to pursue and achieve their goals: with positive outcomes in mind, people feel better in the short run, but these immediate affective reactions may not translate into goal-directed behaviors in the long run. Thus, asking solution-focused questions is not necessarily helpful in every stage of the coaching process. Given that coaching clients enter a coaching session with a description of what brought them to seek support in the first place (the preparatory contemplation stage of the coaching process), focusing on the problem at hand often is the logical first step. Especially when clients want to talk about their problems –which can be a cathartic experience– coaches should meet this need and not counter it with a rigid focus on solutions ( Theeboom et al., 2016 ). Coaching is typically a blend of solution-focused and problem-focused techniques ( Grant, 2012 ), and not one or the other.

Finally, we recognize that effective questioning is only one pillar of successful coaching conversations. While skillfully asked questions can fundamentally set the tone of a coaching conversation by provoking thinking and self-awareness, the ultimate goal of coaching is client development and change. Therefore, coaches need to assist their clients in setting concrete and attainable goals and turning intentions into actions – one of the biggest challenges for many clients.

Limitations and future research

Our study is not without limitations. First, the experimental design of our study did not allow us to capture the coaching process in all its complexity. However, it afforded experimental control by which we could compare the pure effects of different questions techniques unaffected by relational (and other) factors that influence coaching outcomes in real-life. It is important to note that participants engaged in a short, online self-coaching exercise rather than a real coaching session with a professional coach. Real-life coaching is a joint and complex behavioral change process together with a professional that is different in many ways from self-coaching where such a professional is absent. While our design allowed us to disentangle the effects of coaching questions from other factors that play a role during coaching, a necessary next step is to investigate and extend the current findings using more ecologically valid procedures. Having said this, we are confident that our participants took the online exercise seriously as became clear from their serious and extensive responses to the open questions. Additionally, given that coaches regularly use (written) homework exercises for their clients between sessions, our results stress the (potential) benefits of such practice.

Second, we realize that the distinction between solution- and problem-focused questioning is in part artificial, and that real-life coaching is a mixture of many different approaches –of which solution- and problem-focused coaching are merely two– rather than the strict following of one single approach. Yet, disentangling the effects of both coaching approaches, can inform coaching practitioners of the unique effects that different types of questions may have on their clients.

We suggest some promising directions for future research. Based on the finding that a short self-coaching writing exercise could already increase perceptions of goal-directed change over time, it would be interesting to explore to what extent these perceptions are related to concrete behaviors (e.g., action planning and execution). Given that coaching tends to be an expensive enterprise, shortcuts to goal attainment could allow clients with fewer financial resources to benefit from coaching as well. Finally, as to gain an in-depth understanding of what happens in and leads to successful coaching, extensive process studies are needed that combine coach- and client perspectives and ultimately relate them to coaching outcomes. Such insights into the process of coaching will not only advance the theory of coaching but will also inform coaching practice in important ways. If coaching as a profession is seeking to move beyond an “anyone can coach” – approach, it is important to know which (trained) coaching skills –including question techniques– are essential in which stage of the coaching process for attaining coaching goals.

In this study we compared the effectiveness of solution-focused and problem-focused questions in driving positive outcomes of coaching. Our study shows that thinking about solutions rather than problems during a self-coaching writing exercise increases both people’s immediate affective states and their goal-directed motivation. Both approaches, however, are equally effective for immediate action planning and execution during a brief follow-up period. Further research is needed that examines the variety and effectiveness of coaching questions in different stages of the coaching process.

Data availability statement

Ethics statement.

The study involving human participants was reviewed and approved by the Ethics Review Board of the University of Amsterdam (2020-WOP-12154). The participants provided their written informed consent to participate in this study.

Author contributions

LS, AV, JK, TT, and BB coded the qualitative data. LS, AV, and JK analyzed the data. LS drafted the manuscript. All authors were involved in the conception and design of the study as well as the collection and interpretation of the data, reviewed and approved the manuscript.

Acknowledgments

We thank Ronald Flohil for his help in developing the study materials.

1 We are aware that the term problem-focused coaching is used primarily by advocates of solution-focused coaching. Real-life coaching often uses a blend of solution- and problem-focused techniques ( Grant, 2012 ) but since we are interested in the effects of specific coaching questions, we separate them in our study design.

2 Log-transformation of the data showed comparable results.

3 For 9 participants, it was not possible to retrieve if they had visited the website within the set period of 10 days. Because exclusion of these participants did not lead to changes in the results, we included their data in the final analyses.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Supplementary material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyg.2022.895439/full#supplementary-material

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problem solving and solution focused

Social Work Today magazine

problem solving and solution focused

solution-focused therapy techniques

Ayisha Amatullah

  • December 18, 2023

14 Solution-Focused Techniques for Therapy and Coaching

Solution-focused techniques are a transformative approach in therapy and coaching. It emphasizes the client’s potential and resources for change. Instead of focusing on problems, these techniques prioritize the desired future and the steps to achieve it. The goal is to foster a solution-focused mindset and promote resilience, optimism, and self-efficacy. 

This guide will explore 14 techniques commonly used in solution-focused therapy and coaching. It will include practical applications and examples.

Solution-focused techniques are effective, but they’re not a one-size-fits-all solution. Take into account each client’s unique needs. Seek professional guidance and tailor techniques accordingly. Exercise caution when working with individuals who have experienced severe trauma. Prioritize their well-being and readiness for solution-focused work. Seek professional supervision when working with this client group.

In This Post

  • 1 Problem-Free Talk
  • 2 Strength-Based Questions
  • 3 Future Perfect
  • 4 Miracle Question
  • 6 Counter Finding
  • 7 Exception Questions
  • 8 Coping Questions
  • 9 Reframing Questions
  • 10 Externalization
  • 11 Affirming and Complementing
  • 12 Feedback
  • 13 Goal Setting and Action Planning
  • 15 Takeaway

Problem-Free Talk

Problem-Free Talk is a technique in solution-focused therapy that involves steering the conversation toward topics unrelated to the client’s problem.

Purpose: The purpose of Problem-Free Talk is to provide a breather from problem-oriented discussions, encouraging clients to explore areas of their life where they experience success, satisfaction, or competence.

Benefits: The benefits of Problem-Free Talk include reducing stress associated with the problem, igniting hope, and fostering a positive therapeutic relationship. It also assists in uncovering resources and strengths that might be useful in addressing the problematic areas.

When to use it: In solution-focused sessions , start with Problem-Free Talk to establish a positive and relaxed tone. This builds rapport and trust, allowing clients to approach problem-solving confidently and openly. It’s also helpful when clients feel overwhelmed or when shifting the conversation to a more positive direction is beneficial.

How to use it: To implement Problem-Free Talk, a therapist or coach can divert the conversation to non-problematic areas such as hobbies, interests, or positive experiences.

A potential question: “Let’s talk about something you enjoy doing during your free time. How does engaging in this activity make you feel?”

Such conversations facilitate a more positive and hopeful outlook, which can be beneficial in the solution-building process.

Strength-Based Questions

Strength-based questions are a key tool in solution-focused therapy and coaching, designed to help clients identify and utilize their personal strengths and resources.

Purpose: Strength-based questions shift the client’s focus from problems to abilities, fostering empowerment and self-efficacy. They help clients recognize their strengths and potential for growth. This approach promotes resilience and the belief in one’s ability to navigate challenges successfully.

Benefits: The benefits of strength-based questions are manifold. They foster positive self-perception, enhance self-confidence, boost resilience, and encourage clients to leverage their strengths to overcome challenges. Additionally, they promote a positive attitude, foster resilience, and facilitate personal growth and self-improvement.

When to use it:   Strength-based questions are used to help clients identify their strengths and personal resources to achieve their goals. These questions can be used at the beginning of a session, throughout the process, and during goal setting and action planning. It can be used when clients struggle with self-esteem, feel overwhelmed by problems, or appear stuck in a negative mindset. However, they are not suitable for individuals in severe crisis or trauma who may require a different therapeutic approach.

How to use it: To employ strength-based questions, the therapist or coach may ask the client to reflect on instances where they successfully handled a difficult situation and what personal strengths enabled them to do so. This approach helps clients recognize their abilities, boosting their confidence and motivation to navigate current challenges.

Examples of strength-based questions

Here are a few examples of strength-based questions:

  • “Can you tell me about a time when you faced and overcame a similar challenge?”
  • “What personal strengths or skills did you utilize to overcome past challenges?”
  • “What’s going well in your life right now, and how have you contributed to making that happen?”
  • “What strengths do you have that can be applied to the current situation or challenge?”
  • “Can you recall an experience where you felt proud of yourself? What strengths could you draw from that experience?”
  • “What have you done that has helped in similar situations?”
  • “Can you describe a time when you felt most alive or fulfilled? What skills or strengths were you using at that time?”

These questions are designed to highlight an individual’s resources, abilities, and skills, encouraging them to draw upon these strengths to devise solutions.

Future Perfect

The Future Perfect is a solution-focused technique that primarily encourages clients to visualize a desirable future where their issues are resolved.

Purpose: This technique aims to help clients identify their goals and desired outcomes in a tangible and concrete manner. It promotes optimism, fosters motivation, and provides a clear direction for the therapy or coaching process .

Benefits: The benefits of the Future Perfect include enhanced clarity, increased motivation, and a proactive approach towards problem-solving. It stimulates constructive thinking and encourages clients to have a forward-looking perspective.

When to use it: The Future Perfect is normally done early in the session, right after the therapist or coach understands the purpose of the coaching session. It is then used to guide the rest of the session. It’s also useful when clients feel stuck or struggle to envision positive outcomes. It’s particularly effective in overwhelming situations or when clients dwell on past failures.

How to use it: To utilize the Future Perfect, therapists or coaches guide clients to envision a future where their problems have been resolved. This approach helps clients articulate their desired outcomes and set tangible targets, facilitating effective action towards achieving their goals.

Examples of Future Perfect Questions:

  • “Imagine waking up tomorrow and a miracle has happened. How would you know? What would be the first thing you notice?”
  • “Imagine a hypothetical situation where your current challenges have been resolved. What activities would you engage in that you cannot do now?”
  • “Let’s say you went to sleep tonight and woke up tomorrow with no problems. What would you do first?”
  • “If we were to fast-forward to a time when your issues are no longer a barrier, how would that change your approach to achieving your goals?”
  • “Envision yourself in a future where your current obstacles don’t exist. How would that positively affect your mental and physical wellbeing?”
  • “In a world where your problems are resolved, what would your ideal day look like?”

Miracle Question

The Miracle Question is the most widely used form of the Future Perfect. It is a fundamental tool in solution-focused therapy that encourages clients to ponder a hypothetical situation wherein their concerns have been magically resolved.

Purpose: The Miracle Question is designed to help clients articulate their desired state of existence and pinpoint the changes required to achieve this. It aims to shift their mindset from problem-oriented to solution-oriented.

Benefits: Utilizing the Miracle Question can increase client optimism and motivation. It encourages forward thinking and helps clients identify and focus on their strengths and resources to bring about positive change.

When to use it:   The Miracle Question is normally done early in the session, right after the therapist or coach understands the purpose of the coaching session. It is then used to guide the rest of the session. This technique is also effective when clients find it challenging to envision their lives without their current issues. It is not advisable for severely traumatized individuals or those who are not ready to contemplate the future.

How to use it: To apply the Miracle Question, the therapist or coach asks the client:

“Suppose tonight you go to bed and go to sleep as usual. And during the night, a miracle happens. And the problem vanishes. And the issues that concern you are resolved, but you’re still asleep. Therefore, you don’t know that the miracle has happened. When you wake up tomorrow, what will be the first things that will tell you that the miracle has happened? How will you know that the transformation has occurred?”

This approach aids clients in defining their goals and the steps needed to reach them.

The Miracle Question with Examples, Worksheets, Exercises, & Demo Video

Scaling is a pivotal technique in solution-focused therapy, where clients are asked to rate their problem on a scale, typically from 1 to 10.

Purpose : The primary purpose of Scaling is to provide a visual and measurable representation of the client’s issues and progress. It assists clients in recognizing incremental improvements that may otherwise go unnoticed.

Benefits: The benefits of Scaling include promoting a sense of control and self-awareness in clients. By visualizing their problem and progress, they understand where they are, where they want to be, and the steps needed to get there.

When to use it: Scaling is normally used after the Furtue Perfect. It can also be useful when clients struggle to recognize or articulate their progress. Additionally, it can be helpful when clients are stuck and need to identify small signs of improvement to stay motivated in their continued efforts.

How to use it: To implement Scaling, therapists or coaches might ask:

“On a scale of 1-10, with 1 being the worst possible situation and 10 being the best possible situation (the Future Perfect), where would you rate your current situation?”

Follow-up questions might include:

“What would need to happen for you to move up one point on the scale?”

These questions facilitate self-reflection and goal-setting, furthering the solution-building process.

Counter Finding

Counter-finding is a potent technique in solution-focused therapy that involves identifying potential solutions based on how past situations were managed. This method focuses on finding “counters,” or elements that contribute toward a solution.

Purpose: The main purpose of counter-finding is to draw upon past successes and strengths and use these as a blueprint for managing current and future challenges.

Benefits: This technique allows clients to realize they have previously demonstrated resilience and problem-solving abilities. 

When to use it: Counter-finding is used throughout the session. Practioners should use their active listening skills to listen for counters. It is also effective when clients feel overwhelmed by their current situation, as it helps them recall successful ways they have navigated past challenges.

How to use it: To put Counter Finding into practice, therapists or coaches can ask questions like:

“Can you remember a time when you faced a similar situation and found a way to handle it?” or “What skills or strengths did you use then that might be helpful now?”

Such inquiries encourage clients to tap into past successes to devise solutions for present issues.

Exception Questions

Exception Questions are aimed to identify times when the problem was less severe or absent.

Purpose: The primary purpose of Exception Questions is to help clients discover situations or behaviors that contribute to problem resolution, providing a basis for potential solutions.

Benefits: The main benefit of Exception Questions is that they enable clients to recognize their own problem-solving abilities, enhancing self-efficacy and promoting a sense of empowerment.

When to use it: Exception Questions are suitable when clients feel overwhelmed by their problems and struggle to see instances of success. They are less effective with clients who are reluctant or unable to reflect on past experiences.

How to use it: To implement Exception Questions, a therapist or coach might ask:

  • “Can you recall when the problem was less intense or didn’t occur at all? What was different then?”
  • “Tell me about a time when you managed the situation better than usual. What was different about that time?”
  • “Can you recall a moment when you expected the problem to occur, but it didn’t? What were you doing differently?”
  • “In the past week, was there a day or even just a moment when the problem didn’t affect you as much? Can you describe what was happening then?”

Such questions invite clients to reflect on positive past experiences and identify useful strategies or behaviors.

14 solution-focused techniques for therapy and coaching

Coping Questions

Coping Questions are a tool used in solution-focused therapy to help clients recognize and value their resilience.

Purpose: These questions highlight positive changes, no matter how small, shifting the client’s perspective towards solution-building.

Benefits: This technique can enhance resilience, promote self-efficacy, and create a positive outlook. It can underscore the client’s ability to navigate difficulties and affirm their potential for change.

When to Use: Use this approach at the start of subsequent sessions after establishing a baseline in the first one or whenever there is a need to shift from problem-focused to solution-focused discussions.

How to Use: To use Coping Questions, therapists might ask:

  • “Despite all your challenges, how are you managing?”
  • “How did you manage to prevent things from worsening?”
  • “What helped you keep going despite the difficulties?”

These questions ensure clients appreciate their strengths, resilience, and coping mechanisms, fostering self-efficacy and a positive attitude toward change.

Reframing Questions

Reframing Questions is a significant tool used to change the client’s perspective on their problems or situation.

Purpose: The primary purpose of Reframing Questions is to shift the client’s view from a negative, problem-focused perspective to a positive, solution-oriented one.

Benefits: The strength of Reframing Questions lies in their ability to promote a more positive outlook, enhance resilience, and encourage creative problem-solving skills.

When to Use: Reframing Questions can be employed anytime during the therapy or coaching process , particularly when the client is stuck in a negative viewpoint or when facilitating a shift from discussing problems to exploring solutions.

How to Use: To use Reframing Questions, therapist or coaches might ask:

“What if you viewed this challenge as an opportunity? How would that change your approach?” or

“Despite the hardship, what’s something positive you can take away from this situation?”

These questions inspire optimism and a sense of possibility, stimulating the client’s ability to envision and work toward solutions.

Externalization

Externalization is a strategic technique used to separate clients from their problems.

Purpose: The primary purpose of Externalization is to help clients perceive their issues not as innate, personal failings but as external challenges that can be managed and overcome.

Benefits: Externalization can reduce self-blame and guilt, increase objectivity, and empower clients to confront and handle difficulties more effectively.

When to Use: This technique is beneficial when clients exhibit strong self-criticism or when their identity appears intertwined with their problems.

How to Use: To employ Externalization, therapists and coaches might say:

“If the problem were a separate entity, how would you deal with it?” or “Let’s think of the problem as a ‘monster.’

How would you fight this ‘monster’?” These questions aim to help clients view their problems from a fresh perspective, encouraging problem-solving and resilience.

Affirming and Complementing

Affirming and Complementing is a powerful technique used in solution-focused therapy to reinforce positive behaviors and achievements.

Purpose: The primary purpose of affirming and complementing is to boost the client’s confidence and self-esteem. It encourages clients to continue engaging in behaviors that contribute to their progress.

Benefits: The benefits include enhanced self-efficacy, motivation, and a stronger therapeutic relationship. It fosters a sense of accomplishment and positivity within clients.

When to use it: Affirming and Complementing is beneficial in all stages of therapy or coaching, but especially when a client has made progress, however minor, towards their goals.

I teach my coaching students to use it toward the end of the session, just before action planning. The point is to affirm and summarize everything you heard throughout the session to the client. This helps create an awareness about all the possibilities for the client.

How to use it: To implement Affirming and Complementing, therapists or coaches highlight and praise the clients’ achievements, strengths, and positive actions.

At the end of the session, the therapist or coach might say something like: 

“I want to take a moment to acknowledge the courage it’s taken for you to share your experiences and feelings today. I’ve heard you express a lot of resilience in managing your challenges. For instance, you’ve noticed that taking a walk in nature helps alleviate your anxiety, and you’ve been proactively incorporating this into your daily routine. You also shared a recent occasion when you successfully handled a stressful situation at work without letting it overwhelm you. These are significant accomplishments. Your increased awareness and active efforts in managing your stress are commendable. Let’s continue to explore and build upon these strategies in our future sessions.”

Feedback is a crucial technique in solution-focused centered around providing clients with constructive insights on their progress and behaviors.

Purpose: The primary purpose of feedback is to guide clients toward their desired outcomes by clearly understanding their strengths, achievements, and areas for improvement.

Benefits: Feedback fosters self-awareness, informs clients of their progress, and motivates further improvement. It reinforces positive behaviors, aids in the rectification of unhelpful ones, and promotes active participation in their therapeutic journey.

When to use it: Feedback is beneficial throughout the therapy or coaching process but is particularly useful after a significant interaction achievement or when clients seem unsure about their progress.

How to use it: To implement feedback, therapists or coaches should highlight the client’s achievements, discuss areas of improvement, and collaboratively plan future strategies. The feedback should be specific, balanced, and done in a supportive and non-judgmental manner.

For instance: “You’ve made good progress in managing your stress, especially in ‘X’ area. What do you think worked for you there? How can we replicate this success in ‘Y’ area?”

Goal Setting and Action Planning

Goal Setting and Action Planning is an essential technique in solution-focused therapy that involves establishing clear, achievable goals and outlining steps to reach those goals.

Purpose: The primary purpose of Goal Setting and Action Planning is to provide direction and motivation for clients. It helps clients focus on their desired outcomes and the steps necessary to achieve them.

Benefits: Goal setting and action planning enhance clients ‘ sense of control, self-efficacy, and motivation. It enables clients to visualize their progress and holds them accountable for their own change process, which can lead to long-lasting success.

When to use it: Goal setting and action planning mostly come towards the end of the session. It is useful when a client is ready and motivated to make changes but requires structure and clarity in initiating the change.

How to use it: To implement Goal Setting and Action Planning, therapists or coaches might ask:

  • “What are some of the changes you wish to see? How will you know when you have achieved this?”
  • “What are some steps you can take towards this goal?”

These questions encourage self-reflection, decision-making, and proactive behavior, which are key components in the solution-building process.

EARS stands for Elicit, Amplify, Reinforce, and Start Again. In solution-focused, this technique identifies improvements and changes since the last session.

Purpose: The primary purpose of using EARS in this context is to help clients recognize the positive changes and progress they’ve made since the last session. This can include any improvements, no matter how small.

Benefits: Using EARS to track progress reinforces a client’s self-efficacy and motivation, highlighting their ability to effect positive change. This can foster a sense of empowerment and boost confidence in their problem-solving skills.

When to use it: EARS is used at the beginning of a follow-up session to gauge changes since the previous meeting. It’s especially beneficial when clients struggle to see their progress or need a boost in motivation.

How to use it: To implement EARS in tracking progress, the therapist or coach should:

  • Elicit: Ask the client to reflect on any changes or improvements since the last session.
  • Amplify: Have the client elaborate on these changes and the actions they’ve taken to bring them about.
  • Reinforce: Highlight these positive changes and actions, reinforcing their ability to effect change.
  • Start Again: Begin the process anew in the subsequent session, continually helping the client to recognize and build upon their progress.

Check out 101 Solution-Focused Questions for Therapy and Coaching

Solution-focused therapy and coaching offer many techniques designed to shift clients’ perspectives, foster resilience, and enhance their ability to navigate challenges. Factors such as goal setting and action planning, coping and reframing questions, and externalization all play a pivotal role in this therapeutic and coaching approach. Although each technique varies in the application, they share a common objective: to empower clients to envision and work towards solutions rather than remain entangled in their problems. Remember, it’s about facilitating a journey from a problem-focused mindset to a solution-oriented one.

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Problem vs. Solution Focused Thinking

Every person approaches a problem in a different way. Some focus on the problem or the reason why a problem emerged (problem focused thinking). Others prefer to think about possible solutions that help them to solve a problem (solution focused thinking).  Problem Oriented Thinking:  Approaching a difficult situation problem-oriented might be helpful if we attempt to avoid similar problems or mistakes in the future, but when it comes to solving the problem we simply waste large amounts of our precious time! Problem-focused thinking does not help us at all to solve difficult situations, which is especially necessary in times where one must find quick solutions to an upcoming problem. Furthermore, the problem focused approach can have negative effects on one’s motivation, but more on this later.

The whole “problem vs. solution oriented thinking” – approach does not only apply when a person faces a problem or a difficult situation (as previously mentioned), but is also being applied in one’s everyday life, when we have to face a challenging task or when having to perform several duties. In fact: if we really focus our attention on this topic we can discover that the majority of our decisions and our attitudes towards tasks, problems and upcoming situations will either be problem or solution oriented. In order to demonstrate you the problem and solution focused approach I have chosen to give you the example of a college student:

Let’s say there is a college student that really does not like math at all (it doesn’t matter what subject he does not like, but I do not like math as well) . Just like every other college student, he will have to do some homework for math and if he wants to pass the exams he will have to study a lot, whether he likes math or not. The student would be approaching the subject math problem-oriented if he would continuously imagine all the negative aspects of math that he does not like and might ask himself the question, “Why do I have to study for math? For what kind of reason?” . The college student would be talking with his fellow students about the pointlessness of math, which will only strengthen his negative opinion about math. Rather than focusing his energy on studying for math he will get uptight and spends large amounts of his time in an ineffective way, that won’t help him to pass the exams.

When I was in school I heard similar questions whole the time, especially when it came to subjects that the majority of my classmates did not like. To be honest, when I was younger I was asking myself these questions as well, especially in subjects that I knew were pointless for the profession I wanted to become. When I grew older I started to scrutinize this behavior and noticed how senseless it was to focus all my attention on problem focused thinking, especially as this only decreased my motivation and strengthened my resentment towards these subjects.

Discovering that one is majorly approaching tasks and challenges problem focused can be really difficult, but once we are aware of this we can start to change our focus from the problem towards the solution and make use of the solution-focused thinking.

Let us come back to the example of the college student that was thinking problem oriented. In order to think solution oriented, he would need to completely accept the fact that math is a part of his schedule and will, therefore, be tested in his exams, whether he likes math or not. By accepting this fact he will easily destroy the root cause for questions that focus on the reason for something (“Why?”) and that only waste his time.

We start to think solution oriented once we are aware that we cannot change certain facts/problems and will only spend our time in an inefficient way when we seek for the possible reasons for these situations. By clarifying the reasons why the task we have to face (e.g. math) might be important, for example, to get accepted to a good university or to increase our GPA, we can bring the solution focused thinking to a further level.

It is really astounding to see how many people are thinking problem oriented, especially as this behavior starts in school and can be found in the professional world as well, for example when an employee has to face a new task that he is not familiar with, or has little to no knowledge about. Those that think problem-oriented would be imagining all the negative consequences they might have to face or all the mistakes they might commit when trying to solve the task. The employee will talk about his difficult situation with different colleagues, his partner or friends, which will only increase his fear of the upcoming task.

When you focus only on the problem, you might miss a new path.

The employee that quite in the contrary knows of the benefits of solution focused thinking does not struggle with the new task for a second, as he is too busy to take necessary preparations to solve it. He will completely accept the new task as a challenge, or even consider the task as a chance to prove his boss that he is capable of solving even the more advanced tasks.

How to avoid problem focused thinking?

#1 self-knowledge:.

In order to avoid problem focused thinking and to replace it with solution-oriented thinking we firstly need to discover that we approach different tasks, problems, challenges, etc. in a problem-oriented way. This is the utmost important step to do. You can identify whether you approach tasks problem-oriented by paying attention towards the questions that arise when you have to face a task that you do not like, which might be indicators for problem focused thinking:

  • Why do I have to perform this task?
  • What is the reason that I have to study this subject?
  • Why do I even spend time with this?

#2 Fight problem-oriented questions:

The very first step to approach problems with solution focused thinking is to avoid questions that mainly focus on the reason or the problem in general. You need to clarify yourself that the question for the “WHY” will only waste important time that you could have invested to solve a given problem.

#3 Clarity:

When you come to the conclusion that a task needs to be done you will see the pointlessness of further evaluating the usefulness or non-usefulness of a task. So when you have to face a task that you dislike you could ask yourself the question, “Has this task to be fulfilled?” and when you conclude that the answer is “Yes”, then you know that every further attempt to evaluate the reasons and the “Why’s” is a waste of time.

#4 Why is it important to solve this task?

Questioning and clarifying the importance of a task will finally erase the root cause of every problem-oriented question. By clarifying the reasons why a task needs to be performed we can effectively change our focus from the problem to possible solutions.

#5 Think about the solution:

The final step to profit from solution focused thinking the most is to ask yourself different questions on how you can solve a given task or problem:

  • How can I solve this task?
  • How can I address this problem?
  • What would be the first step to solving this problem?
  • What kind of preparations will be necessary for this task?

Why does problem focused thinking decrease motivation?

Just imagine yourself having to study for an upcoming test (whether it is for school or a professional development is unimportant). While you are sitting in front of your table you start thinking about the exam and how much you dislike the whole subject. Questions that address the reason why you have to study for this subject start to arise and will ensure that you lose even the slightest interest in your task. Without being interested and a dozen of different questions that start to arise we finally lack the motivation to study for the exam !

Problem vs. Solution oriented thinking was presented by our Personality Growth Website. What is your preferred way of thinking? We’re excited to hear about your experiences in the comments section below.

About Author

Steve is the founder of Planet of Success , the #1 choice when it comes to motivation, self-growth and empowerment. This world does not need followers. What it needs is people who stand in their own sovereignty. Join us in the quest to live life to the fullest!

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Just saying Problem focused approach wastes time is ridiculous. It depends on what situation you’re in. If you’re preparing for an exam like olympiads, Problem focused approach is Best whereas while in actual exam, a solution focused approach might be better. You’re not going to learn and understand anything unless you ask yourself the questions like Why, What and How. But I can’t expect the same fro someone who has disliked Maths.

Did you read the first part of this? They specifically mentioned that starting with a problem oriented perspective is fine, but to eventually “fight it” by answering those questions so that you can get to a solution oriented perspective. Essentially, the big picture here is to not get stuck in problem orientation — it’s quite simple.

The issue of stress is ignored here. Tolerance for ambiguity is reduced by stress. When stressed, any additional requirement is a “problem.” This starts a downward spiral. A willingness to reduce our personal stress (with good diet, aerobic exercise, adequate sleep, etc.) can allow us to acknowledge our willingness (and culpability) in accepting new challenges, which can then take us away from an “Everything is a problem” attitudes.

Hello Jane, this is an incredibly important remark you make here. Thank you for sharing it. I hadn’t considered it from this perspective, but you are absolutely right.

I hate to be offensive, but I also don’t like to say, “No offense”, so I will tell you something that will probably offend you, Steve. But if you hadn’t considered it from that perspective, then you probably aren’t fully qualified to be writing articles like this. You obviously haven’t studied the full depths and ramifications of the issue.

Furthermore, you are telling people to ignore emotions which are a signal to them that something is wrong. Certainly, people can become TOO overtaken by those emotions, but just ignoring those emotions pushes them aside and suppresses them. Ultimately, it is those reactions and emotions that are the barometer of everything that we do. I’m not saying that there isn’t merit to what you are saying, but putting it in such black and white terms ignores so many factors that people deal with.

Finally, there is a strong value to considering problems, and even dwelling on them. It is a natural psychological process. The “why” is often crucial. It also leads to critical thinking and evaluating. Maybe there is a better process that could be undertaken to do the set of tasks much more efficiently, which leads to innovating thinking. It allows for questioning of morality, efficiency, ramifications and consequences. Even visceral reactions to problems can be an indicator of a deeper problem that needs to be addressed. Shutting any these down can cause numerous problems down the road.

I’m not saying that the article doesn’t provide merit, but the fact that you haven’t brought up many of the innumerable other factors to be considered really makes me think that you shouldn’t be writing articles like this, because you simply have only cursory knowledge of the psychology involved.

I’m sorry if that stings, but I think you may be doing more harm than good by saying these things.

Thanks for sharing your opinion. No offense taken.

Wonderful Steve. I so agree that a person’s success depends on their ability to be solution oriented. I am a follower of Dr. Wayne Dyer, and your philosophy sounds fully compatible.

Thanks Sherwin. I am glad someone agrees.

The only reason one (stakeholder) would recognize a situation and label it as a problem is when it demands a solution. Thus problem and solution co-exist – the latter waiting to be discovered. Difficult for me to understand what a problem oriented approach would be.

“Why should I do this task?” simply means that one is not a stakeholder. If so, the problem simply does not exist!

My intention behind writing this article was to point out that some people only focus on the problem, whereas other people take notice of the problem but more eager to find a solution. The first approach involves complaining, but does not lead anywhere. The second approach is not so prone to complaining, but actively seeks for solutions to the problem.

The key term here is orientation not exclusivity. I consider myself to be a solution-oriented person and also know that it is essential that I define what a problem actually entails before I set about trying to resolve it. Sometimes this process is met with a significant amount of resistance due to the emotional discomfort that can arise during my search to define something. Logic dictates that it is seldom a black and white scenario. Acceptance of a problem can be a bigger challenge than we initially realise. Also over-simplifying issues around problem-solving will not do justice to the sometimes complex nature of any problem and/or solution. I do believe the concept of being solution-oriented is a health directed approach and leaves less room for unhealthy manipulation. That is where I see the value in this kind of orientation. Mental and physical health always come into any equation (yes, I said that) involving problems and solutions that need attention to improve health and well being. Thanks for your thoughts and intentions Steve. I believe you are on the right track.

Thank you Louise for sharing your brilliantly articulated thoughts on this subject. I absolutely agree with you.

I’d like to add a comment as an observer of my own behavior. I notice that I complain more when I’m more physically and mentally fatigued which drains me even more. And like an earlier commenter mentioned stress plays a factor in how we choose to spend our time and what we focus on in our thoughts. All the feel good endorphins and the dopamine, serotonin and oxytocin produced in our brains has a huge effect on how we think. I agree that diet and exercise plays a huge part in how we view the world and the obstacles that are placed in front of us everyday.The more of those chemicals produced the more positive thoughts and the less fatigued you feel. I love this article BTW.

What a clearly written and extremely helpful/useful article! I thank you for it.

You’re welcome. Thanks for your feedback.

The mentality in this article is common in business management etc, but unfortunately, it is not so simple as it would have you believe. The described solution-driven thinking implies falling in line with the current power structure and establishment, and naturally is promoted wide and far.

I consider problem-oriented thinking closely linked with critical thinking, and that we have too little of today. If you don’t ask questions like “what?” and “why?”, and instead simply accept the circumstances you’re in, then you also strip away important aspects of participating in society. Circumstances can and do change, and just accepting them means someone else will change it in your stead.

Sure, sometimes you need to stay focused on solving the task at hand. Knowing the difference I’d argue is part of what critical thinking is about, which the world is in dire need of.

Excellent argumentation. Thanks for your contribution.

problems were not here without any solution. There should always be one answer for it, no matter how big or small the problem is. always think on the positive side and you’ll see the solution is just always in front of you or just within your grasp.

Nice words for to understand about the problems. How to be aware in problems. Thank you

While trying to focus on solutions to a couple of problems currently plaguing my empire, I have no choice but to consider the problems, and considering the problems makes me more and more angry and totally distracts me from finding the solution :-/

Lovely topic I was recently faced with a challenge of getting my little daughter back on track after she suddenly took a 360 degree turn in personality and this was the exact debate the edu psych at school and I were having . Do I molicottle the situation and just over compliment her to improve self esteem or do i use the problem solution way of thinking which I agre with and he disagrees with ,wow tough one but I feel equip a young impressionable mind with so many negative influences in her way ,the best approach as a mom in help in my child succeed in her future is the solution based technique and in order for us to find solutions we need to identify the problem else the word solution lol would never have been invented as an antonym ….hahhah

Very good article. When you linger too long on problem, it makes you stressful whereas solution focused approach brings up your dormant resources. Although the situation is same the way your brain chemistry works is very different with these two different approach.

When presented with a problem my instinct is to find a way to fix it, I’m led to believe this is more a male trait than a female trait.

Males are tunnel vision, females periphery vision.

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35 problem-solving techniques and methods for solving complex problems

Problem solving workshop

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All teams and organizations encounter challenges as they grow. There are problems that might occur for teams when it comes to miscommunication or resolving business-critical issues . You may face challenges around growth , design , user engagement, and even team culture and happiness. In short, problem-solving techniques should be part of every team’s skillset.

Problem-solving methods are primarily designed to help a group or team through a process of first identifying problems and challenges , ideating possible solutions , and then evaluating the most suitable .

Finding effective solutions to complex problems isn’t easy, but by using the right process and techniques, you can help your team be more efficient in the process.

So how do you develop strategies that are engaging, and empower your team to solve problems effectively?

In this blog post, we share a series of problem-solving tools you can use in your next workshop or team meeting. You’ll also find some tips for facilitating the process and how to enable others to solve complex problems.

Let’s get started! 

How do you identify problems?

How do you identify the right solution.

  • Tips for more effective problem-solving

Complete problem-solving methods

  • Problem-solving techniques to identify and analyze problems
  • Problem-solving techniques for developing solutions

Problem-solving warm-up activities

Closing activities for a problem-solving process.

Before you can move towards finding the right solution for a given problem, you first need to identify and define the problem you wish to solve. 

Here, you want to clearly articulate what the problem is and allow your group to do the same. Remember that everyone in a group is likely to have differing perspectives and alignment is necessary in order to help the group move forward. 

Identifying a problem accurately also requires that all members of a group are able to contribute their views in an open and safe manner. It can be scary for people to stand up and contribute, especially if the problems or challenges are emotive or personal in nature. Be sure to try and create a psychologically safe space for these kinds of discussions.

Remember that problem analysis and further discussion are also important. Not taking the time to fully analyze and discuss a challenge can result in the development of solutions that are not fit for purpose or do not address the underlying issue.

Successfully identifying and then analyzing a problem means facilitating a group through activities designed to help them clearly and honestly articulate their thoughts and produce usable insight.

With this data, you might then produce a problem statement that clearly describes the problem you wish to be addressed and also state the goal of any process you undertake to tackle this issue.  

Finding solutions is the end goal of any process. Complex organizational challenges can only be solved with an appropriate solution but discovering them requires using the right problem-solving tool.

After you’ve explored a problem and discussed ideas, you need to help a team discuss and choose the right solution. Consensus tools and methods such as those below help a group explore possible solutions before then voting for the best. They’re a great way to tap into the collective intelligence of the group for great results!

Remember that the process is often iterative. Great problem solvers often roadtest a viable solution in a measured way to see what works too. While you might not get the right solution on your first try, the methods below help teams land on the most likely to succeed solution while also holding space for improvement.

Every effective problem solving process begins with an agenda . A well-structured workshop is one of the best methods for successfully guiding a group from exploring a problem to implementing a solution.

In SessionLab, it’s easy to go from an idea to a complete agenda . Start by dragging and dropping your core problem solving activities into place . Add timings, breaks and necessary materials before sharing your agenda with your colleagues.

The resulting agenda will be your guide to an effective and productive problem solving session that will also help you stay organized on the day!

problem solving and solution focused

Tips for more effective problem solving

Problem-solving activities are only one part of the puzzle. While a great method can help unlock your team’s ability to solve problems, without a thoughtful approach and strong facilitation the solutions may not be fit for purpose.

Let’s take a look at some problem-solving tips you can apply to any process to help it be a success!

Clearly define the problem

Jumping straight to solutions can be tempting, though without first clearly articulating a problem, the solution might not be the right one. Many of the problem-solving activities below include sections where the problem is explored and clearly defined before moving on.

This is a vital part of the problem-solving process and taking the time to fully define an issue can save time and effort later. A clear definition helps identify irrelevant information and it also ensures that your team sets off on the right track.

Don’t jump to conclusions

It’s easy for groups to exhibit cognitive bias or have preconceived ideas about both problems and potential solutions. Be sure to back up any problem statements or potential solutions with facts, research, and adequate forethought.

The best techniques ask participants to be methodical and challenge preconceived notions. Make sure you give the group enough time and space to collect relevant information and consider the problem in a new way. By approaching the process with a clear, rational mindset, you’ll often find that better solutions are more forthcoming.  

Try different approaches  

Problems come in all shapes and sizes and so too should the methods you use to solve them. If you find that one approach isn’t yielding results and your team isn’t finding different solutions, try mixing it up. You’ll be surprised at how using a new creative activity can unblock your team and generate great solutions.

Don’t take it personally 

Depending on the nature of your team or organizational problems, it’s easy for conversations to get heated. While it’s good for participants to be engaged in the discussions, ensure that emotions don’t run too high and that blame isn’t thrown around while finding solutions.

You’re all in it together, and even if your team or area is seeing problems, that isn’t necessarily a disparagement of you personally. Using facilitation skills to manage group dynamics is one effective method of helping conversations be more constructive.

Get the right people in the room

Your problem-solving method is often only as effective as the group using it. Getting the right people on the job and managing the number of people present is important too!

If the group is too small, you may not get enough different perspectives to effectively solve a problem. If the group is too large, you can go round and round during the ideation stages.

Creating the right group makeup is also important in ensuring you have the necessary expertise and skillset to both identify and follow up on potential solutions. Carefully consider who to include at each stage to help ensure your problem-solving method is followed and positioned for success.

Document everything

The best solutions can take refinement, iteration, and reflection to come out. Get into a habit of documenting your process in order to keep all the learnings from the session and to allow ideas to mature and develop. Many of the methods below involve the creation of documents or shared resources. Be sure to keep and share these so everyone can benefit from the work done!

Bring a facilitator 

Facilitation is all about making group processes easier. With a subject as potentially emotive and important as problem-solving, having an impartial third party in the form of a facilitator can make all the difference in finding great solutions and keeping the process moving. Consider bringing a facilitator to your problem-solving session to get better results and generate meaningful solutions!

Develop your problem-solving skills

It takes time and practice to be an effective problem solver. While some roles or participants might more naturally gravitate towards problem-solving, it can take development and planning to help everyone create better solutions.

You might develop a training program, run a problem-solving workshop or simply ask your team to practice using the techniques below. Check out our post on problem-solving skills to see how you and your group can develop the right mental process and be more resilient to issues too!

Design a great agenda

Workshops are a great format for solving problems. With the right approach, you can focus a group and help them find the solutions to their own problems. But designing a process can be time-consuming and finding the right activities can be difficult.

Check out our workshop planning guide to level-up your agenda design and start running more effective workshops. Need inspiration? Check out templates designed by expert facilitators to help you kickstart your process!

In this section, we’ll look at in-depth problem-solving methods that provide a complete end-to-end process for developing effective solutions. These will help guide your team from the discovery and definition of a problem through to delivering the right solution.

If you’re looking for an all-encompassing method or problem-solving model, these processes are a great place to start. They’ll ask your team to challenge preconceived ideas and adopt a mindset for solving problems more effectively.

  • Six Thinking Hats
  • Lightning Decision Jam
  • Problem Definition Process
  • Discovery & Action Dialogue
Design Sprint 2.0
  • Open Space Technology

1. Six Thinking Hats

Individual approaches to solving a problem can be very different based on what team or role an individual holds. It can be easy for existing biases or perspectives to find their way into the mix, or for internal politics to direct a conversation.

Six Thinking Hats is a classic method for identifying the problems that need to be solved and enables your team to consider them from different angles, whether that is by focusing on facts and data, creative solutions, or by considering why a particular solution might not work.

Like all problem-solving frameworks, Six Thinking Hats is effective at helping teams remove roadblocks from a conversation or discussion and come to terms with all the aspects necessary to solve complex problems.

2. Lightning Decision Jam

Featured courtesy of Jonathan Courtney of AJ&Smart Berlin, Lightning Decision Jam is one of those strategies that should be in every facilitation toolbox. Exploring problems and finding solutions is often creative in nature, though as with any creative process, there is the potential to lose focus and get lost.

Unstructured discussions might get you there in the end, but it’s much more effective to use a method that creates a clear process and team focus.

In Lightning Decision Jam, participants are invited to begin by writing challenges, concerns, or mistakes on post-its without discussing them before then being invited by the moderator to present them to the group.

From there, the team vote on which problems to solve and are guided through steps that will allow them to reframe those problems, create solutions and then decide what to execute on. 

By deciding the problems that need to be solved as a team before moving on, this group process is great for ensuring the whole team is aligned and can take ownership over the next stages. 

Lightning Decision Jam (LDJ)   #action   #decision making   #problem solving   #issue analysis   #innovation   #design   #remote-friendly   The problem with anything that requires creative thinking is that it’s easy to get lost—lose focus and fall into the trap of having useless, open-ended, unstructured discussions. Here’s the most effective solution I’ve found: Replace all open, unstructured discussion with a clear process. What to use this exercise for: Anything which requires a group of people to make decisions, solve problems or discuss challenges. It’s always good to frame an LDJ session with a broad topic, here are some examples: The conversion flow of our checkout Our internal design process How we organise events Keeping up with our competition Improving sales flow

3. Problem Definition Process

While problems can be complex, the problem-solving methods you use to identify and solve those problems can often be simple in design. 

By taking the time to truly identify and define a problem before asking the group to reframe the challenge as an opportunity, this method is a great way to enable change.

Begin by identifying a focus question and exploring the ways in which it manifests before splitting into five teams who will each consider the problem using a different method: escape, reversal, exaggeration, distortion or wishful. Teams develop a problem objective and create ideas in line with their method before then feeding them back to the group.

This method is great for enabling in-depth discussions while also creating space for finding creative solutions too!

Problem Definition   #problem solving   #idea generation   #creativity   #online   #remote-friendly   A problem solving technique to define a problem, challenge or opportunity and to generate ideas.

4. The 5 Whys 

Sometimes, a group needs to go further with their strategies and analyze the root cause at the heart of organizational issues. An RCA or root cause analysis is the process of identifying what is at the heart of business problems or recurring challenges. 

The 5 Whys is a simple and effective method of helping a group go find the root cause of any problem or challenge and conduct analysis that will deliver results. 

By beginning with the creation of a problem statement and going through five stages to refine it, The 5 Whys provides everything you need to truly discover the cause of an issue.

The 5 Whys   #hyperisland   #innovation   This simple and powerful method is useful for getting to the core of a problem or challenge. As the title suggests, the group defines a problems, then asks the question “why” five times, often using the resulting explanation as a starting point for creative problem solving.

5. World Cafe

World Cafe is a simple but powerful facilitation technique to help bigger groups to focus their energy and attention on solving complex problems.

World Cafe enables this approach by creating a relaxed atmosphere where participants are able to self-organize and explore topics relevant and important to them which are themed around a central problem-solving purpose. Create the right atmosphere by modeling your space after a cafe and after guiding the group through the method, let them take the lead!

Making problem-solving a part of your organization’s culture in the long term can be a difficult undertaking. More approachable formats like World Cafe can be especially effective in bringing people unfamiliar with workshops into the fold. 

World Cafe   #hyperisland   #innovation   #issue analysis   World Café is a simple yet powerful method, originated by Juanita Brown, for enabling meaningful conversations driven completely by participants and the topics that are relevant and important to them. Facilitators create a cafe-style space and provide simple guidelines. Participants then self-organize and explore a set of relevant topics or questions for conversation.

6. Discovery & Action Dialogue (DAD)

One of the best approaches is to create a safe space for a group to share and discover practices and behaviors that can help them find their own solutions.

With DAD, you can help a group choose which problems they wish to solve and which approaches they will take to do so. It’s great at helping remove resistance to change and can help get buy-in at every level too!

This process of enabling frontline ownership is great in ensuring follow-through and is one of the methods you will want in your toolbox as a facilitator.

Discovery & Action Dialogue (DAD)   #idea generation   #liberating structures   #action   #issue analysis   #remote-friendly   DADs make it easy for a group or community to discover practices and behaviors that enable some individuals (without access to special resources and facing the same constraints) to find better solutions than their peers to common problems. These are called positive deviant (PD) behaviors and practices. DADs make it possible for people in the group, unit, or community to discover by themselves these PD practices. DADs also create favorable conditions for stimulating participants’ creativity in spaces where they can feel safe to invent new and more effective practices. Resistance to change evaporates as participants are unleashed to choose freely which practices they will adopt or try and which problems they will tackle. DADs make it possible to achieve frontline ownership of solutions.

7. Design Sprint 2.0

Want to see how a team can solve big problems and move forward with prototyping and testing solutions in a few days? The Design Sprint 2.0 template from Jake Knapp, author of Sprint, is a complete agenda for a with proven results.

Developing the right agenda can involve difficult but necessary planning. Ensuring all the correct steps are followed can also be stressful or time-consuming depending on your level of experience.

Use this complete 4-day workshop template if you are finding there is no obvious solution to your challenge and want to focus your team around a specific problem that might require a shortcut to launching a minimum viable product or waiting for the organization-wide implementation of a solution.

8. Open space technology

Open space technology- developed by Harrison Owen – creates a space where large groups are invited to take ownership of their problem solving and lead individual sessions. Open space technology is a great format when you have a great deal of expertise and insight in the room and want to allow for different takes and approaches on a particular theme or problem you need to be solved.

Start by bringing your participants together to align around a central theme and focus their efforts. Explain the ground rules to help guide the problem-solving process and then invite members to identify any issue connecting to the central theme that they are interested in and are prepared to take responsibility for.

Once participants have decided on their approach to the core theme, they write their issue on a piece of paper, announce it to the group, pick a session time and place, and post the paper on the wall. As the wall fills up with sessions, the group is then invited to join the sessions that interest them the most and which they can contribute to, then you’re ready to begin!

Everyone joins the problem-solving group they’ve signed up to, record the discussion and if appropriate, findings can then be shared with the rest of the group afterward.

Open Space Technology   #action plan   #idea generation   #problem solving   #issue analysis   #large group   #online   #remote-friendly   Open Space is a methodology for large groups to create their agenda discerning important topics for discussion, suitable for conferences, community gatherings and whole system facilitation

Techniques to identify and analyze problems

Using a problem-solving method to help a team identify and analyze a problem can be a quick and effective addition to any workshop or meeting.

While further actions are always necessary, you can generate momentum and alignment easily, and these activities are a great place to get started.

We’ve put together this list of techniques to help you and your team with problem identification, analysis, and discussion that sets the foundation for developing effective solutions.

Let’s take a look!

  • The Creativity Dice
  • Fishbone Analysis
  • Problem Tree
  • SWOT Analysis
  • Agreement-Certainty Matrix
  • The Journalistic Six
  • LEGO Challenge
  • What, So What, Now What?
  • Journalists

Individual and group perspectives are incredibly important, but what happens if people are set in their minds and need a change of perspective in order to approach a problem more effectively?

Flip It is a method we love because it is both simple to understand and run, and allows groups to understand how their perspectives and biases are formed. 

Participants in Flip It are first invited to consider concerns, issues, or problems from a perspective of fear and write them on a flip chart. Then, the group is asked to consider those same issues from a perspective of hope and flip their understanding.  

No problem and solution is free from existing bias and by changing perspectives with Flip It, you can then develop a problem solving model quickly and effectively.

Flip It!   #gamestorming   #problem solving   #action   Often, a change in a problem or situation comes simply from a change in our perspectives. Flip It! is a quick game designed to show players that perspectives are made, not born.

10. The Creativity Dice

One of the most useful problem solving skills you can teach your team is of approaching challenges with creativity, flexibility, and openness. Games like The Creativity Dice allow teams to overcome the potential hurdle of too much linear thinking and approach the process with a sense of fun and speed. 

In The Creativity Dice, participants are organized around a topic and roll a dice to determine what they will work on for a period of 3 minutes at a time. They might roll a 3 and work on investigating factual information on the chosen topic. They might roll a 1 and work on identifying the specific goals, standards, or criteria for the session.

Encouraging rapid work and iteration while asking participants to be flexible are great skills to cultivate. Having a stage for idea incubation in this game is also important. Moments of pause can help ensure the ideas that are put forward are the most suitable. 

The Creativity Dice   #creativity   #problem solving   #thiagi   #issue analysis   Too much linear thinking is hazardous to creative problem solving. To be creative, you should approach the problem (or the opportunity) from different points of view. You should leave a thought hanging in mid-air and move to another. This skipping around prevents premature closure and lets your brain incubate one line of thought while you consciously pursue another.

11. Fishbone Analysis

Organizational or team challenges are rarely simple, and it’s important to remember that one problem can be an indication of something that goes deeper and may require further consideration to be solved.

Fishbone Analysis helps groups to dig deeper and understand the origins of a problem. It’s a great example of a root cause analysis method that is simple for everyone on a team to get their head around. 

Participants in this activity are asked to annotate a diagram of a fish, first adding the problem or issue to be worked on at the head of a fish before then brainstorming the root causes of the problem and adding them as bones on the fish. 

Using abstractions such as a diagram of a fish can really help a team break out of their regular thinking and develop a creative approach.

Fishbone Analysis   #problem solving   ##root cause analysis   #decision making   #online facilitation   A process to help identify and understand the origins of problems, issues or observations.

12. Problem Tree 

Encouraging visual thinking can be an essential part of many strategies. By simply reframing and clarifying problems, a group can move towards developing a problem solving model that works for them. 

In Problem Tree, groups are asked to first brainstorm a list of problems – these can be design problems, team problems or larger business problems – and then organize them into a hierarchy. The hierarchy could be from most important to least important or abstract to practical, though the key thing with problem solving games that involve this aspect is that your group has some way of managing and sorting all the issues that are raised.

Once you have a list of problems that need to be solved and have organized them accordingly, you’re then well-positioned for the next problem solving steps.

Problem tree   #define intentions   #create   #design   #issue analysis   A problem tree is a tool to clarify the hierarchy of problems addressed by the team within a design project; it represents high level problems or related sublevel problems.

13. SWOT Analysis

Chances are you’ve heard of the SWOT Analysis before. This problem-solving method focuses on identifying strengths, weaknesses, opportunities, and threats is a tried and tested method for both individuals and teams.

Start by creating a desired end state or outcome and bare this in mind – any process solving model is made more effective by knowing what you are moving towards. Create a quadrant made up of the four categories of a SWOT analysis and ask participants to generate ideas based on each of those quadrants.

Once you have those ideas assembled in their quadrants, cluster them together based on their affinity with other ideas. These clusters are then used to facilitate group conversations and move things forward. 

SWOT analysis   #gamestorming   #problem solving   #action   #meeting facilitation   The SWOT Analysis is a long-standing technique of looking at what we have, with respect to the desired end state, as well as what we could improve on. It gives us an opportunity to gauge approaching opportunities and dangers, and assess the seriousness of the conditions that affect our future. When we understand those conditions, we can influence what comes next.

14. Agreement-Certainty Matrix

Not every problem-solving approach is right for every challenge, and deciding on the right method for the challenge at hand is a key part of being an effective team.

The Agreement Certainty matrix helps teams align on the nature of the challenges facing them. By sorting problems from simple to chaotic, your team can understand what methods are suitable for each problem and what they can do to ensure effective results. 

If you are already using Liberating Structures techniques as part of your problem-solving strategy, the Agreement-Certainty Matrix can be an invaluable addition to your process. We’ve found it particularly if you are having issues with recurring problems in your organization and want to go deeper in understanding the root cause. 

Agreement-Certainty Matrix   #issue analysis   #liberating structures   #problem solving   You can help individuals or groups avoid the frequent mistake of trying to solve a problem with methods that are not adapted to the nature of their challenge. The combination of two questions makes it possible to easily sort challenges into four categories: simple, complicated, complex , and chaotic .  A problem is simple when it can be solved reliably with practices that are easy to duplicate.  It is complicated when experts are required to devise a sophisticated solution that will yield the desired results predictably.  A problem is complex when there are several valid ways to proceed but outcomes are not predictable in detail.  Chaotic is when the context is too turbulent to identify a path forward.  A loose analogy may be used to describe these differences: simple is like following a recipe, complicated like sending a rocket to the moon, complex like raising a child, and chaotic is like the game “Pin the Tail on the Donkey.”  The Liberating Structures Matching Matrix in Chapter 5 can be used as the first step to clarify the nature of a challenge and avoid the mismatches between problems and solutions that are frequently at the root of chronic, recurring problems.

Organizing and charting a team’s progress can be important in ensuring its success. SQUID (Sequential Question and Insight Diagram) is a great model that allows a team to effectively switch between giving questions and answers and develop the skills they need to stay on track throughout the process. 

Begin with two different colored sticky notes – one for questions and one for answers – and with your central topic (the head of the squid) on the board. Ask the group to first come up with a series of questions connected to their best guess of how to approach the topic. Ask the group to come up with answers to those questions, fix them to the board and connect them with a line. After some discussion, go back to question mode by responding to the generated answers or other points on the board.

It’s rewarding to see a diagram grow throughout the exercise, and a completed SQUID can provide a visual resource for future effort and as an example for other teams.

SQUID   #gamestorming   #project planning   #issue analysis   #problem solving   When exploring an information space, it’s important for a group to know where they are at any given time. By using SQUID, a group charts out the territory as they go and can navigate accordingly. SQUID stands for Sequential Question and Insight Diagram.

16. Speed Boat

To continue with our nautical theme, Speed Boat is a short and sweet activity that can help a team quickly identify what employees, clients or service users might have a problem with and analyze what might be standing in the way of achieving a solution.

Methods that allow for a group to make observations, have insights and obtain those eureka moments quickly are invaluable when trying to solve complex problems.

In Speed Boat, the approach is to first consider what anchors and challenges might be holding an organization (or boat) back. Bonus points if you are able to identify any sharks in the water and develop ideas that can also deal with competitors!   

Speed Boat   #gamestorming   #problem solving   #action   Speedboat is a short and sweet way to identify what your employees or clients don’t like about your product/service or what’s standing in the way of a desired goal.

17. The Journalistic Six

Some of the most effective ways of solving problems is by encouraging teams to be more inclusive and diverse in their thinking.

Based on the six key questions journalism students are taught to answer in articles and news stories, The Journalistic Six helps create teams to see the whole picture. By using who, what, when, where, why, and how to facilitate the conversation and encourage creative thinking, your team can make sure that the problem identification and problem analysis stages of the are covered exhaustively and thoughtfully. Reporter’s notebook and dictaphone optional.

The Journalistic Six – Who What When Where Why How   #idea generation   #issue analysis   #problem solving   #online   #creative thinking   #remote-friendly   A questioning method for generating, explaining, investigating ideas.

18. LEGO Challenge

Now for an activity that is a little out of the (toy) box. LEGO Serious Play is a facilitation methodology that can be used to improve creative thinking and problem-solving skills. 

The LEGO Challenge includes giving each member of the team an assignment that is hidden from the rest of the group while they create a structure without speaking.

What the LEGO challenge brings to the table is a fun working example of working with stakeholders who might not be on the same page to solve problems. Also, it’s LEGO! Who doesn’t love LEGO! 

LEGO Challenge   #hyperisland   #team   A team-building activity in which groups must work together to build a structure out of LEGO, but each individual has a secret “assignment” which makes the collaborative process more challenging. It emphasizes group communication, leadership dynamics, conflict, cooperation, patience and problem solving strategy.

19. What, So What, Now What?

If not carefully managed, the problem identification and problem analysis stages of the problem-solving process can actually create more problems and misunderstandings.

The What, So What, Now What? problem-solving activity is designed to help collect insights and move forward while also eliminating the possibility of disagreement when it comes to identifying, clarifying, and analyzing organizational or work problems. 

Facilitation is all about bringing groups together so that might work on a shared goal and the best problem-solving strategies ensure that teams are aligned in purpose, if not initially in opinion or insight.

Throughout the three steps of this game, you give everyone on a team to reflect on a problem by asking what happened, why it is important, and what actions should then be taken. 

This can be a great activity for bringing our individual perceptions about a problem or challenge and contextualizing it in a larger group setting. This is one of the most important problem-solving skills you can bring to your organization.

W³ – What, So What, Now What?   #issue analysis   #innovation   #liberating structures   You can help groups reflect on a shared experience in a way that builds understanding and spurs coordinated action while avoiding unproductive conflict. It is possible for every voice to be heard while simultaneously sifting for insights and shaping new direction. Progressing in stages makes this practical—from collecting facts about What Happened to making sense of these facts with So What and finally to what actions logically follow with Now What . The shared progression eliminates most of the misunderstandings that otherwise fuel disagreements about what to do. Voila!

20. Journalists  

Problem analysis can be one of the most important and decisive stages of all problem-solving tools. Sometimes, a team can become bogged down in the details and are unable to move forward.

Journalists is an activity that can avoid a group from getting stuck in the problem identification or problem analysis stages of the process.

In Journalists, the group is invited to draft the front page of a fictional newspaper and figure out what stories deserve to be on the cover and what headlines those stories will have. By reframing how your problems and challenges are approached, you can help a team move productively through the process and be better prepared for the steps to follow.

Journalists   #vision   #big picture   #issue analysis   #remote-friendly   This is an exercise to use when the group gets stuck in details and struggles to see the big picture. Also good for defining a vision.

Problem-solving techniques for developing solutions 

The success of any problem-solving process can be measured by the solutions it produces. After you’ve defined the issue, explored existing ideas, and ideated, it’s time to narrow down to the correct solution.

Use these problem-solving techniques when you want to help your team find consensus, compare possible solutions, and move towards taking action on a particular problem.

  • Improved Solutions
  • Four-Step Sketch
  • 15% Solutions
  • How-Now-Wow matrix
  • Impact Effort Matrix

21. Mindspin  

Brainstorming is part of the bread and butter of the problem-solving process and all problem-solving strategies benefit from getting ideas out and challenging a team to generate solutions quickly. 

With Mindspin, participants are encouraged not only to generate ideas but to do so under time constraints and by slamming down cards and passing them on. By doing multiple rounds, your team can begin with a free generation of possible solutions before moving on to developing those solutions and encouraging further ideation. 

This is one of our favorite problem-solving activities and can be great for keeping the energy up throughout the workshop. Remember the importance of helping people become engaged in the process – energizing problem-solving techniques like Mindspin can help ensure your team stays engaged and happy, even when the problems they’re coming together to solve are complex. 

MindSpin   #teampedia   #idea generation   #problem solving   #action   A fast and loud method to enhance brainstorming within a team. Since this activity has more than round ideas that are repetitive can be ruled out leaving more creative and innovative answers to the challenge.

22. Improved Solutions

After a team has successfully identified a problem and come up with a few solutions, it can be tempting to call the work of the problem-solving process complete. That said, the first solution is not necessarily the best, and by including a further review and reflection activity into your problem-solving model, you can ensure your group reaches the best possible result. 

One of a number of problem-solving games from Thiagi Group, Improved Solutions helps you go the extra mile and develop suggested solutions with close consideration and peer review. By supporting the discussion of several problems at once and by shifting team roles throughout, this problem-solving technique is a dynamic way of finding the best solution. 

Improved Solutions   #creativity   #thiagi   #problem solving   #action   #team   You can improve any solution by objectively reviewing its strengths and weaknesses and making suitable adjustments. In this creativity framegame, you improve the solutions to several problems. To maintain objective detachment, you deal with a different problem during each of six rounds and assume different roles (problem owner, consultant, basher, booster, enhancer, and evaluator) during each round. At the conclusion of the activity, each player ends up with two solutions to her problem.

23. Four Step Sketch

Creative thinking and visual ideation does not need to be confined to the opening stages of your problem-solving strategies. Exercises that include sketching and prototyping on paper can be effective at the solution finding and development stage of the process, and can be great for keeping a team engaged. 

By going from simple notes to a crazy 8s round that involves rapidly sketching 8 variations on their ideas before then producing a final solution sketch, the group is able to iterate quickly and visually. Problem-solving techniques like Four-Step Sketch are great if you have a group of different thinkers and want to change things up from a more textual or discussion-based approach.

Four-Step Sketch   #design sprint   #innovation   #idea generation   #remote-friendly   The four-step sketch is an exercise that helps people to create well-formed concepts through a structured process that includes: Review key information Start design work on paper,  Consider multiple variations , Create a detailed solution . This exercise is preceded by a set of other activities allowing the group to clarify the challenge they want to solve. See how the Four Step Sketch exercise fits into a Design Sprint

24. 15% Solutions

Some problems are simpler than others and with the right problem-solving activities, you can empower people to take immediate actions that can help create organizational change. 

Part of the liberating structures toolkit, 15% solutions is a problem-solving technique that focuses on finding and implementing solutions quickly. A process of iterating and making small changes quickly can help generate momentum and an appetite for solving complex problems.

Problem-solving strategies can live and die on whether people are onboard. Getting some quick wins is a great way of getting people behind the process.   

It can be extremely empowering for a team to realize that problem-solving techniques can be deployed quickly and easily and delineate between things they can positively impact and those things they cannot change. 

15% Solutions   #action   #liberating structures   #remote-friendly   You can reveal the actions, however small, that everyone can do immediately. At a minimum, these will create momentum, and that may make a BIG difference.  15% Solutions show that there is no reason to wait around, feel powerless, or fearful. They help people pick it up a level. They get individuals and the group to focus on what is within their discretion instead of what they cannot change.  With a very simple question, you can flip the conversation to what can be done and find solutions to big problems that are often distributed widely in places not known in advance. Shifting a few grains of sand may trigger a landslide and change the whole landscape.

25. How-Now-Wow Matrix

The problem-solving process is often creative, as complex problems usually require a change of thinking and creative response in order to find the best solutions. While it’s common for the first stages to encourage creative thinking, groups can often gravitate to familiar solutions when it comes to the end of the process. 

When selecting solutions, you don’t want to lose your creative energy! The How-Now-Wow Matrix from Gamestorming is a great problem-solving activity that enables a group to stay creative and think out of the box when it comes to selecting the right solution for a given problem.

Problem-solving techniques that encourage creative thinking and the ideation and selection of new solutions can be the most effective in organisational change. Give the How-Now-Wow Matrix a go, and not just for how pleasant it is to say out loud. 

How-Now-Wow Matrix   #gamestorming   #idea generation   #remote-friendly   When people want to develop new ideas, they most often think out of the box in the brainstorming or divergent phase. However, when it comes to convergence, people often end up picking ideas that are most familiar to them. This is called a ‘creative paradox’ or a ‘creadox’. The How-Now-Wow matrix is an idea selection tool that breaks the creadox by forcing people to weigh each idea on 2 parameters.

26. Impact and Effort Matrix

All problem-solving techniques hope to not only find solutions to a given problem or challenge but to find the best solution. When it comes to finding a solution, groups are invited to put on their decision-making hats and really think about how a proposed idea would work in practice. 

The Impact and Effort Matrix is one of the problem-solving techniques that fall into this camp, empowering participants to first generate ideas and then categorize them into a 2×2 matrix based on impact and effort.

Activities that invite critical thinking while remaining simple are invaluable. Use the Impact and Effort Matrix to move from ideation and towards evaluating potential solutions before then committing to them. 

Impact and Effort Matrix   #gamestorming   #decision making   #action   #remote-friendly   In this decision-making exercise, possible actions are mapped based on two factors: effort required to implement and potential impact. Categorizing ideas along these lines is a useful technique in decision making, as it obliges contributors to balance and evaluate suggested actions before committing to them.

27. Dotmocracy

If you’ve followed each of the problem-solving steps with your group successfully, you should move towards the end of your process with heaps of possible solutions developed with a specific problem in mind. But how do you help a group go from ideation to putting a solution into action? 

Dotmocracy – or Dot Voting -is a tried and tested method of helping a team in the problem-solving process make decisions and put actions in place with a degree of oversight and consensus. 

One of the problem-solving techniques that should be in every facilitator’s toolbox, Dot Voting is fast and effective and can help identify the most popular and best solutions and help bring a group to a decision effectively. 

Dotmocracy   #action   #decision making   #group prioritization   #hyperisland   #remote-friendly   Dotmocracy is a simple method for group prioritization or decision-making. It is not an activity on its own, but a method to use in processes where prioritization or decision-making is the aim. The method supports a group to quickly see which options are most popular or relevant. The options or ideas are written on post-its and stuck up on a wall for the whole group to see. Each person votes for the options they think are the strongest, and that information is used to inform a decision.

All facilitators know that warm-ups and icebreakers are useful for any workshop or group process. Problem-solving workshops are no different.

Use these problem-solving techniques to warm up a group and prepare them for the rest of the process. Activating your group by tapping into some of the top problem-solving skills can be one of the best ways to see great outcomes from your session.

  • Check-in/Check-out
  • Doodling Together
  • Show and Tell
  • Constellations
  • Draw a Tree

28. Check-in / Check-out

Solid processes are planned from beginning to end, and the best facilitators know that setting the tone and establishing a safe, open environment can be integral to a successful problem-solving process.

Check-in / Check-out is a great way to begin and/or bookend a problem-solving workshop. Checking in to a session emphasizes that everyone will be seen, heard, and expected to contribute. 

If you are running a series of meetings, setting a consistent pattern of checking in and checking out can really help your team get into a groove. We recommend this opening-closing activity for small to medium-sized groups though it can work with large groups if they’re disciplined!

Check-in / Check-out   #team   #opening   #closing   #hyperisland   #remote-friendly   Either checking-in or checking-out is a simple way for a team to open or close a process, symbolically and in a collaborative way. Checking-in/out invites each member in a group to be present, seen and heard, and to express a reflection or a feeling. Checking-in emphasizes presence, focus and group commitment; checking-out emphasizes reflection and symbolic closure.

29. Doodling Together  

Thinking creatively and not being afraid to make suggestions are important problem-solving skills for any group or team, and warming up by encouraging these behaviors is a great way to start. 

Doodling Together is one of our favorite creative ice breaker games – it’s quick, effective, and fun and can make all following problem-solving steps easier by encouraging a group to collaborate visually. By passing cards and adding additional items as they go, the workshop group gets into a groove of co-creation and idea development that is crucial to finding solutions to problems. 

Doodling Together   #collaboration   #creativity   #teamwork   #fun   #team   #visual methods   #energiser   #icebreaker   #remote-friendly   Create wild, weird and often funny postcards together & establish a group’s creative confidence.

30. Show and Tell

You might remember some version of Show and Tell from being a kid in school and it’s a great problem-solving activity to kick off a session.

Asking participants to prepare a little something before a workshop by bringing an object for show and tell can help them warm up before the session has even begun! Games that include a physical object can also help encourage early engagement before moving onto more big-picture thinking.

By asking your participants to tell stories about why they chose to bring a particular item to the group, you can help teams see things from new perspectives and see both differences and similarities in the way they approach a topic. Great groundwork for approaching a problem-solving process as a team! 

Show and Tell   #gamestorming   #action   #opening   #meeting facilitation   Show and Tell taps into the power of metaphors to reveal players’ underlying assumptions and associations around a topic The aim of the game is to get a deeper understanding of stakeholders’ perspectives on anything—a new project, an organizational restructuring, a shift in the company’s vision or team dynamic.

31. Constellations

Who doesn’t love stars? Constellations is a great warm-up activity for any workshop as it gets people up off their feet, energized, and ready to engage in new ways with established topics. It’s also great for showing existing beliefs, biases, and patterns that can come into play as part of your session.

Using warm-up games that help build trust and connection while also allowing for non-verbal responses can be great for easing people into the problem-solving process and encouraging engagement from everyone in the group. Constellations is great in large spaces that allow for movement and is definitely a practical exercise to allow the group to see patterns that are otherwise invisible. 

Constellations   #trust   #connection   #opening   #coaching   #patterns   #system   Individuals express their response to a statement or idea by standing closer or further from a central object. Used with teams to reveal system, hidden patterns, perspectives.

32. Draw a Tree

Problem-solving games that help raise group awareness through a central, unifying metaphor can be effective ways to warm-up a group in any problem-solving model.

Draw a Tree is a simple warm-up activity you can use in any group and which can provide a quick jolt of energy. Start by asking your participants to draw a tree in just 45 seconds – they can choose whether it will be abstract or realistic. 

Once the timer is up, ask the group how many people included the roots of the tree and use this as a means to discuss how we can ignore important parts of any system simply because they are not visible.

All problem-solving strategies are made more effective by thinking of problems critically and by exposing things that may not normally come to light. Warm-up games like Draw a Tree are great in that they quickly demonstrate some key problem-solving skills in an accessible and effective way.

Draw a Tree   #thiagi   #opening   #perspectives   #remote-friendly   With this game you can raise awarness about being more mindful, and aware of the environment we live in.

Each step of the problem-solving workshop benefits from an intelligent deployment of activities, games, and techniques. Bringing your session to an effective close helps ensure that solutions are followed through on and that you also celebrate what has been achieved.

Here are some problem-solving activities you can use to effectively close a workshop or meeting and ensure the great work you’ve done can continue afterward.

  • One Breath Feedback
  • Who What When Matrix
  • Response Cards

How do I conclude a problem-solving process?

All good things must come to an end. With the bulk of the work done, it can be tempting to conclude your workshop swiftly and without a moment to debrief and align. This can be problematic in that it doesn’t allow your team to fully process the results or reflect on the process.

At the end of an effective session, your team will have gone through a process that, while productive, can be exhausting. It’s important to give your group a moment to take a breath, ensure that they are clear on future actions, and provide short feedback before leaving the space. 

The primary purpose of any problem-solving method is to generate solutions and then implement them. Be sure to take the opportunity to ensure everyone is aligned and ready to effectively implement the solutions you produced in the workshop.

Remember that every process can be improved and by giving a short moment to collect feedback in the session, you can further refine your problem-solving methods and see further success in the future too.

33. One Breath Feedback

Maintaining attention and focus during the closing stages of a problem-solving workshop can be tricky and so being concise when giving feedback can be important. It’s easy to incur “death by feedback” should some team members go on for too long sharing their perspectives in a quick feedback round. 

One Breath Feedback is a great closing activity for workshops. You give everyone an opportunity to provide feedback on what they’ve done but only in the space of a single breath. This keeps feedback short and to the point and means that everyone is encouraged to provide the most important piece of feedback to them. 

One breath feedback   #closing   #feedback   #action   This is a feedback round in just one breath that excels in maintaining attention: each participants is able to speak during just one breath … for most people that’s around 20 to 25 seconds … unless of course you’ve been a deep sea diver in which case you’ll be able to do it for longer.

34. Who What When Matrix 

Matrices feature as part of many effective problem-solving strategies and with good reason. They are easily recognizable, simple to use, and generate results.

The Who What When Matrix is a great tool to use when closing your problem-solving session by attributing a who, what and when to the actions and solutions you have decided upon. The resulting matrix is a simple, easy-to-follow way of ensuring your team can move forward. 

Great solutions can’t be enacted without action and ownership. Your problem-solving process should include a stage for allocating tasks to individuals or teams and creating a realistic timeframe for those solutions to be implemented or checked out. Use this method to keep the solution implementation process clear and simple for all involved. 

Who/What/When Matrix   #gamestorming   #action   #project planning   With Who/What/When matrix, you can connect people with clear actions they have defined and have committed to.

35. Response cards

Group discussion can comprise the bulk of most problem-solving activities and by the end of the process, you might find that your team is talked out! 

Providing a means for your team to give feedback with short written notes can ensure everyone is head and can contribute without the need to stand up and talk. Depending on the needs of the group, giving an alternative can help ensure everyone can contribute to your problem-solving model in the way that makes the most sense for them.

Response Cards is a great way to close a workshop if you are looking for a gentle warm-down and want to get some swift discussion around some of the feedback that is raised. 

Response Cards   #debriefing   #closing   #structured sharing   #questions and answers   #thiagi   #action   It can be hard to involve everyone during a closing of a session. Some might stay in the background or get unheard because of louder participants. However, with the use of Response Cards, everyone will be involved in providing feedback or clarify questions at the end of a session.

Save time and effort discovering the right solutions

A structured problem solving process is a surefire way of solving tough problems, discovering creative solutions and driving organizational change. But how can you design for successful outcomes?

With SessionLab, it’s easy to design engaging workshops that deliver results. Drag, drop and reorder blocks  to build your agenda. When you make changes or update your agenda, your session  timing   adjusts automatically , saving you time on manual adjustments.

Collaborating with stakeholders or clients? Share your agenda with a single click and collaborate in real-time. No more sending documents back and forth over email.

Explore  how to use SessionLab  to design effective problem solving workshops or  watch this five minute video  to see the planner in action!

problem solving and solution focused

Over to you

The problem-solving process can often be as complicated and multifaceted as the problems they are set-up to solve. With the right problem-solving techniques and a mix of creative exercises designed to guide discussion and generate purposeful ideas, we hope we’ve given you the tools to find the best solutions as simply and easily as possible.

Is there a problem-solving technique that you are missing here? Do you have a favorite activity or method you use when facilitating? Let us know in the comments below, we’d love to hear from you! 

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thank you very much for these excellent techniques

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Problem-Solving Therapy vs Brief Solution-Focused Therapy (Cognitive Behavioral Teletherapy Tips)

  • by Team Experts
  • July 2, 2023 July 3, 2023

Discover the surprising differences between Problem-Solving Therapy and Brief Solution-Focused Therapy for effective cognitive behavioral teletherapy tips.

What is Cognitive Behavioral Teletherapy and How Does it Work?

The goal-oriented approach: a key component of brief solution-focused therapy, why evidence-based practice is crucial in cognitive behavioral teletherapy, the role of mindfulness practices in promoting emotional regulation during cognitive behavioral teletherapy, common mistakes and misconceptions, related resources.

In summary, the goal-oriented approach is a key component of Brief Solution-Focused Therapy (BSFT). BSFT utilizes positive psychology principles , client-centered therapy , solution-building questions, strength-based perspective , collaborative goal-setting , outcome-focused interventions , resource utilization focus , time-limited treatment model, empowerment-based techniques , change-promoting strategies, future-oriented mindset, resilience- enhancing methods, cognitive-behavioral teletherapy tips , and problem-solving therapy to help the client achieve their goals. However, there are potential risk factors that the therapist should be aware of, such as the client’s readiness and willingness to participate in the goal-setting process , unrealistic goals or expectations , lack of necessary resources or support , negative mindset or lack of resilience, difficulty accessing teletherapy services , and difficulty identifying solutions to their problems.

Overall, incorporating mindfulness practices into cognitive behavioral teletherapy can be a valuable tool for promoting emotional regulation and improving mental health treatment outcomes . However, it is important to recognize that not all individuals may respond positively to mindfulness practices and that individualized treatment plans may be necessary. Therapists should also be prepared to address any resistance or challenges that may arise during the use of mindfulness practices.

  • More evidence for problem-solving therapy: improving access is still a problem in need of solving.
  • The effectiveness of group problem-solving therapy on women’s sexual function and satisfaction after mastectomy surgery.

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What is Solution-Focused Therapy?

Solution-Focused Brief Therapy (SFBT), also called Solution-Focused Therapy (SFT) was developed by Steve de Shazer (1940-2005), and Insoo Kim Berg (1934-2007) in collaboration with their colleagues at the Milwaukee Brief Family Therapy Center beginning in the late 1970s. As the name suggests, SFBT is future-focused, goal-directed, and focuses on solutions, rather than on the problems that brought clients to seek therapy.

Solution-Focused Brief Therapy (SFBT) is a short-term goal-focused evidence-based therapeutic approach, which incorporates positive psychology principles and practices, and which helps clients change by constructing solutions rather than focusing on problems. In the most basic sense, SFBT is a hope friendly, positive emotion eliciting, future-oriented vehicle for formulating, motivating, achieving, and sustaining desired behavioral change.

Solution-Focused practitioners develop solutions by first generating a detailed description of how the client’s life will be different when the problem is gone or their situation improved to a degree satisfactory to the client. Therapist and client then carefully search through the client’s life experience and behavioral repertoire to discover the necessary resources needed to co-construct a practical and sustainable solution that the client can readily implement. Typically this process involves identifying and exploring previous “exceptions,” e.g. times when the client has successfully coped with or addressed previous difficulties and challenges. In an inherently respectful and practical interview process, SF therapists and their clients consistently collaborate in identifying goals reflective of clients’ best hopes and developing satisfying solutions.

The practicality of the SFBT approach may stem in part from the fact that it was developed inductively in an inner-city outpatient mental health service setting in which clients were accepted without previous screening. The developers of SFBT spent countless hours observing therapy sessions over the course of several years, carefully noting any sorts of questions, statements or behaviors on the part of the therapist that led to positive therapeutic outcome. Questions, statements, and activities associated with clients reporting progress were subsequently preserved and incorporated into the SFBT approach.

Since that early development, SFBT has not only become one of the leading schools of brief therapy , it has become a major influence in such diverse fields as business, social policy, education, and criminal justice services, child welfare, domestic violence offenders treatment. Described as a practical, goal-driven model, a hallmark of SFBT is its emphasis on clear, concise, realistic goal negotiations.

SFBT has continued to grow in popularity, both for its usefulness and its brevity, and is currently one of the leading schools of psychotherapy in the world.

Solution-Focused Therapy Online Self-Paced Courses

Designed for beginner and advanced practicing professionals in the mental health, social services, education, and health care disciplines; offering a hope-friendly, pragmatic approach for incorporating positive psychology principles and practice.

Behavioral Health Training for Staff and Organizations

Online customized training and consultation in the evidence-based practice of Solution-Focused Brief Therapy (SFBT). We train individuals, staff, and workforces with practical and sustainable skills that can be immediately applied with clients.

Key Concepts and Tools

Almost all psychotherapy is language-based and each utilizes its own form of specialized conversations. With SFBT, the conversation is directed toward developing and achieving the client’s envisioned solutions. The following techniques and questions help clarify those solutions and the means of achieving them.

Goal Development Questions

SF therapists variously begin a first session with one or more goal development question. These might variously include asking clients to describe their best hope for what will be different as a result of coming to therapy, what needs to happen as a result of coming in so that afterwards the client (and/or a person who cares about them) will be able to look back and think that it had been a good idea to come, or what needs to happen so that clients would be able to say afterwards that coming was not a waste of their time.

Once a goal has been identified, SF therapists ask their clients questions designed to generate a detailed description of what the client’s life will be like when the goal has been achieved. In some cases, this may include the SF Miracle Question (see below). Once a detailed description has been developed of how the client’s life will be different after the goal has been achieved, the therapist and client begin searching through the client’s life experiences and behavioral repertoire for exceptions, e.g. times when in at least some parts of the goal have already happened.

Pre-Session Change Question

In first sessions, once a client has identified a goal, a SF therapist usually asks some version of the following question: We have learned over the years that sometimes in between making an appointment and coming in, something happens to make things better. Did anything think like that happen in your case?

If the client answers no, the SF therapist simply moves on, however in the event that the client answers in the affirmative, it may likely be that the solution-development process has already begun in which case the SF therapist follows up with questions about the details of how, when and where things have begun to get better and how this might possibly continue.

Looking for previous solutions

As illustrated above, SF therapists have learned that most people have previously solved many, many problems and may likely have some ideas of how to solve the current problem. To help clients discover these potential solution ingredients, they may ask, “Are there times when this has been less of a problem?” or “What did you (or others) do that was helpful?” Or “When was the last time when something like this (client’s goal description) perhaps happened, even a little bit?”

Looking for exceptions

Even when a client does not have a fully developed previous solution that can be readily repeated, most have recent examples of at least partial exceptions to their problem; no problem happens to the same degree all the time. There are for example, times when a problem could occur, but does not.

The difference between a previous solution and an exception is small, but potentially significant. A previous solution is something that clients previously that worked, but was perhaps later discontinued. An exception, on the other hand, is something that happens instead of the problem, sometimes spontaneously and without conscious intention. SF therapists may help clients identify these exceptions by asking, “What is different about the times when this is less of a problem?”

Present and future-focused questions vs. past-oriented focus

The questions asked by SF therapists are usually focused on the present or on the future. This reflects the basic belief that problems are best solved by focusing on what is already working, and how a client would like their life to be, rather than focusing on the past and the origin of problems. For example, they may ask, “What will you be doing in the next week that would indicate to you that you are continuing to make progress?”

Compliments

Direct and indirect compliments based on careful observation of positive things the client has done or said are an essential part of solution focused brief therapy and are used throughout the therapeutic process. Validating what clients are already doing well, and acknowledging how difficult their problems are encourages the client to change while giving the message that the therapist has been listening (i.e., understands) and cares.

Compliments in therapy sessions serve to punctuate and validate what the client is doing that is working. In SF therapy, indirect compliments are often conveyed in the form of appreciatively toned questions of “How did you do that?” that invite the client to self-compliment by virtue of answering the question.

Inviting the clients to do more of what is working

Once SF therapists and their clients have identified some previous solutions and exceptions to the problem, the therapists gently invite the clients to do more of what has previously worked, or to try changes they have brought up which they would like to try – frequently called an “experiment” or a “homework experiment.”

Miracle Question (MQ)

The Solution-Focused Miracle Question is oftentimes used as a vehicle for clients identifying the unique details of the first small behavioral steps that gradually lead towards a viable solution in the context of their everyday life. Here is an example of the Miracle Question:

T: I am going to ask you a rather strange question . . . that requires some imagination on your part . . . do you have good imagination. C: I think so, I will try my best.

T: Good. The strange question is this; After we talk, you go home (go back to work), and you still have lots of work to do yet for the rest of today (list usual tasks here). And it is time to go to bed . . . and everybody in your household is sound asleep and the house is very quiet . . . and in the middle of the night, there is a miracle and the problem that brought you to talk to me about is all solved . But because this happens when you are sleeping, you have no idea that there was a miracle and the problems is solved . . . so when you are slowly coming out of your sound sleep . . .what would be the first small sign that will make you wonder . . .there must’ve been a miracle . . .the problem is all gone! How would you discover this? C: I suppose I will feel like getting up and facing the day, instead of wanting to cover my head under the blanket and just hide there.

T: Suppose you do, get up and face the day, what would be the small thing you would do that you didn’t do this morning? C: I suppose I will say good morning to my kids in a cheerful voice, instead of screaming at them like I do now.

T: What would your children do in response to your cheerful “good morning?” C: They will be surprised at first to hear me talk to them in a cheerful voice, and then they will calm down, be relaxed. God, it’s been a long time that happened.

T: So, what would you do then that you did not do this morning? C: I will crack a joke and put them in a better mood.

These small steps become the building blocks of an entirely different kind of day as clients may begin to implement some of the behavioral changes they just envisioned. Most clients visibly change in their demeanor and some even break out in smiles as they describe their solutions in the context of the Miracle Question.The next step is to invite clients to identify the most recent times when the have experienced some aspect (even the smallest pieces) of their miracle description (exceptions) and invite them to experiment with replicating these in the context of their everyday life.

Scaling Questions

Scaling questions simultaneously allow both client and therapist to assess the client’s situation, identify their current distance from the goal, what it will to maintain their current level of progress and move forward. Clients can variously be invited to rate their level of motivation, confidence, as well as identifying what specifically helps them progress on the scale in the direction of their goal, “best hope,” or “miracle.”

The couple in the following example sought help to decide whether their marriage can survive or they should get divorced. They reported they have fought for 10 years of their 20 years of marriage and they could not fight anymore.

T: Since you two know your marriage better than anybody does, suppose I ask you this way. On a number of 1 to 10, where 10 stands for you have every confidence that this marriage will make it and 1 stands for the opposite, that we might just as well walk away right now and it’s not going to work. What number would you give your marriage? (After a pause, the husband speaks first.) H: I would give it a 7. (the wife flinches as she hears this)

T: (To the wife) What about you? What number would you give it? W: (She thinks about it a long time) I would say I am at 1.1.

T: (Surprised) So, what makes it a 1.1? W: I guess it’s because we are both here tonight. That’s at least a beginning.

The Miracle 10 Question

A hybrid of the Miracle Question and Scaling, the Miracle 10 Question is worded as follows: Imagine a 0-10 scale in which 10 represents that you have now fully achieved your goal and 0 represents the exact opposite. Let’s suppose that tonight while you are sleeping somethings shifts during the night and when you wake up tomorrow you are suddenly at a 10. But since you were asleep when it happened, you don’t initially realize it. What will be the first differences(s) that you or people around you begin to notice about you that begins to give you (and/or them) the idea that something has changed, that in fact you are a 10 now?

Coping Questions

This question is a powerful reminder that all clients engage in many useful things even in times of overwhelming difficulties. Even in the midst of despair, many clients do manage to get out of bed, get dressed, feed their children, and do many other things that require major effort. Coping questions such as “How have you managed to carry on?” or “How have you managed to prevent things from becoming worse?” open up a different way of looking at client’s resiliency and determination.

Consultation Break and Invitation to Add Further Information

Solution focused therapists traditionally take a brief consultation break during the 2nd half of each therapy session during which the therapist reflects carefully on what has occurred in the session. Some time prior to the break, the client is asked “Is there anything that I did not ask that you think it would be important for me to know?” During the break, the therapist or the therapist and a team reflect carefully on all that has occurred in the session.

Following that, the client is complimented and usually offered a therapeutic message based on the client’s stated goal. Usually this takes the form of an invitation for clients to observe and experiment with behaviors that help maintain or result in further positive movement in the direction of their identified goal.

Research Findings

Solution-focused brief therapy is an evidenced-based psychotherapy approach. There have been close to 150 randomized clinical control studies with different control populations in different clinical settings in multiple countries, almost all showing positive benefit of SFBT. There have also been eight meta-analyses on a range of outcome studies with an overall effect size ranging from small to large, for child, adolescent, and adult populations, for presenting problems such as depression, stress, anxiety, behavioral problems, parenting, and psychosocial and interpersonal problems (Kim et al, 2010; 2019). Click Here for more about the research in SFBT .

Suggested Readings and References

Berg, I. K., & de Shazer, S. (1993). Making numbers talk: Language in therapy. In S. Friedman (Ed.), The new language of change: Constructive collaboration in psychotherapy. New York: Guilford. De Jong, P., & Berg, I. K. (2012). Interviewing for solutions . Nelson Education.

De Shazer, S. (1984). The death of resistance . Family Process, 23, 79-93.

De Shazer, S. & Dolan, Y., Korman, H, Trepper, T. S., McCollom, E., Berg, I. K. (2007). More Than Miracles: The State of the Art of Solution-Focused Brief Therapy . New York: Routledge.

Franklin, C., Trepper, T. S., McCollum, E. E., & Gingerich, W. J. (Eds.). (2012). Solution-focused brief therapy: A handbook of evidence-based practice . Oxford University Press.

Froerer, A.S., Von Cziffra-Bergs, J., Kim, J & Connie, E. (Eds.) (2018). Solution-focused Brief Therapy With Clients Managing Trauma . New York: Oxford Press.

Gingerich, W., & Eisengrat, S. (2000). Solution-Focused brief therapy: A review of the outcome research . Family Process, 39, 477-498.

Kim, J., Jordan, S. S., Franklin, C., & Froerer, A. (2019). Is solution-focused brief therapy evidence-based? An update 10 years later. Families in Society , 100(2), 127-138.

Kim, J. S., Smock, S., Trepper, T. S., McCollum, E. E., & Franklin, C. (2010). Is solution-focused brief therapy evidence-based?. Families in society , 91(3), 300-306.

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Are you problem-focused or solution-focused?

Life is a spectrum. Introverts vs. Extroverts. Optimists vs. Pessimists. Jocks vs. Nerds. And all but a few of us fall somewhere between the two extremes.

Another, though less often discussed spectrum, is related to problem solving. The two extremes here are whether you are problem-focused or solution-focused.

Problem-focused individuals are really good at identifying what the problems are and where they are causing difficulties. They have the capacity to analyze a situation, and figure out where the breakdown is occurring.

But what happens to individuals who are at the extreme end of the problem-focused spectrum? You probably know some of these individuals. They tend to see only the problems, and some see problems where there are none.

Solution-focused individuals, on the other hand, are better at solving problems. They are really good at identifying interventions or strategies for resolving issues that are at the root of the problem.

But too much of this can be a problem as well. When all you can see are solutions, you often fail to see the real problem. If the check engine light is on and it is annoying you, the easy solution is to remove the bulb. But, of course, this does not solve the real problem, it only solves your immediate discomfort.

The differences between problem-focused and solution-focused individuals often arise in our relationships. If both partners are somewhere in the middle of the problem vs. solution spectrum, they are good at finding AND solving problems. But if one or both are at either end of the spectrum, difficulties can arise.

Consider a couple where one of them only see only the problems. Every day, she talks about that day’s problems. Every day, she complains about the problems and ruminates over the distress caused by the problems. Yet, when her partner attempts to identify a solution, all she can see are the problems associated with that possible solution. It is a never-ending cycle filled with “yeah, but” and “nope, that won’t work.”

On the other hand, perhaps one of the partners is only solution-focused. In this case, he is always offering a solution. Although this may, at first, sound good, there are times when the other person just wants a chance to vent her frustrations or to share her feelings about something. But to the solution-focused person, every problem she brings up must have a solution. Instead of offering an understanding ear (and heart), he offers solutions.

In either scenario, the relationship is strained and sometimes buckles under the weight of stress and discord. Neither partner is having his or her needs met and both are becoming increasingly frustrated. If you are in such a situation, talk with your partner. Share with him/her that there is a problem with how you — as a couple — manage problems. Talk openly about your differences. These differences are not easily recognized, because they are rooted in your life experiences. Quite often, they are also gender-based. Women are more apt to discuss the problem and how it makes them feel. Men don’t care, they just want to solve the problem and move on. If she wants to explain how she feels, he becomes impatient. If he just wants to solve it, she becomes impatient.

These differences are not easy to recognize or to change. So seek help from a professional if you cannot work it out together. There is a solution to this problem, but we must first identify the problem and accept that there is a solution. Both sides of this spectrum have to come together to resolve these issues.

— Dr. Berney, a licensed psychologist with Psychological Associates of Central Florida in Lakeland, is a national speaker and the co-author of "Handbook for Raising an Emotionally Healthy Child." You can hear Dr. Berney on his podcasts, "The Mental Breakdown” and “The Paedeia Education Podcast” on iTunes.

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What is the role of solution-focused therapy in solving your mental health problems?

S olution-focused therapy is short-term psychotherapy. As the name suggests, it's a modality focused on helping you find solutions.

Generally, clients can be divided into two categories. Some are unaware of what's contributing to their problems and reach out to therapy to seek awareness. Meanwhile, others are well aware of their problems and need solutions.

In this case, solution-focused therapy comes into play and can be extremely useful. Sometimes, we reach a point where we feel that we have come to a standstill.

We may seek help from friends, family or colleagues, but at times that does not suffice. That's when we turn to therapy.

What is solution focused therapy?

Solution-focused therapy is one of the most popular types of therapy . However, unlike other modalities, this therapy focuses your attention on the present and the future.

It helps to see how you can envision your life without these problems. If you have come across the term psychodynamic or psychoanalytical therapy , you would know that the primary focus is on resolving things from the past.

This therapy emphasizes collaboration. The therapist will not provide you with direct solutions. Rather, both of you will have to work together towards achieving your goals. That would also mean that you have to actively work on activities outside the session to reach solutions.

Additional emphasis will be placed on how you cope with personal and professional situations. The therapist will help you recognize your strengths and work around the problems.

What are some common solution-focused therapy techniques?

Even a single session can impact your mental health , as mental health professional uses various tools and techniques in the session.

The tools designed in therapy are used to elicit information and solutions from you. You might feel that you need to seek out a therapist if they don't tell you what to do directly.

The goal of therapy, though, is to empower you to reach your own solutions and make your decisions. Here are the most common techniques used in SFT:

#1 Miracle question

How will your life be when you wake up tomorrow and your problems disappear? This question is often posed to clients during the session. Of course, therapy is not going to magically remove your problems.

However, with this question, you are able to potentially think less about the problem and more about the things you can do to reach a solution.

#2 Finding exceptions

When we are stuck with a problem, we feel that our life is miserable, and there's nothing good about it.

These problems slow down our thinking process, and we are not able to look at situations different from these. That'ss where your therapist will ask you to find exceptions.

#3 Scaling questions

On a scale of one to ten, where do you think you are stuck? If it's two, why do you think it's not a zero, and what do you need to go beyond two. Scaling questions help us assess the situation more objectively and not be stuck in the extremes.

Solution-focused therapy is for those who want to opt for short-term psychotherapy.

It may not be applicable for those with traumatic experiences or other serious mental health issues, though. The only reason is that for these cases, you need more care and time to get to the roots.

Perhaps, understanding your past becomes important. If you are someone who doesn't meet this, feel free to opt for solution-focused therapy.

Janvi Kapur is a counselor with a Master's degree in applied psychology with a specialization in clinical psychology.

What do you think of this story? Tell us in the comments section below.

What is the role of solution-focused therapy in solving your mental health problems?

COMMENTS

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